Recent Changes

I. Initial Evaluation of the Four Modalities
II. Goal-setting
III. The Four Modalities
A. Reading
B. Writing
C. Listening
D. Speaking
Students will also be graded in the areas of DISCPLINA, CONDUCTA AND PRESENTACIÓN PERSONAL, according to criteria established by the school
Taken from 4th grade PCI (Liceo Internacional)
Yearly Objectives
Understand all oral class instructions
Identify most words in a song, interpret the meaning of what is being communicated in a song
Understand a story that is read out loud, on tape or cd with little need for repetition.
Hold a conversation (asking and answering questions) about relevant topics, sometimes requiring rewording
Summarize and retell a story, orally or in writing
Orally present research done on a subject in a structured way (with introduction, 3 main ideas and a conclusion)
Read and understand classic tales, chapter books and short stories
Identify and discuss characters, plots and settings in texts that are covered in class (fables, short chapter readers)
Write summaries
Retell events in writing
Use a formal paragraph structure
Write creative stories
Taken from 6th grade PCI
YEARLY OBJECTIVES
By the end of the course, the students will be able to:
Listen– The students will be able to understand conversations, talks and explanations about any content covered in the course and demonstrate their comprehension orally or in writing. The student will also be able to understand audio material on tape or CD with barely any need for repetition.
Speak – The students will be able to explain, describe, engage another person in a fluent 5-minute conversation about or share their opinion about any of the topics covered in the course in a using appropriate vocabulary and the following tenses and grammatical structures: comparing and contrasting with comparatives and superlatives, present and past tense, present perfect, future, wishes and hopes, direct and indirect speech, second conditional. Students will be able to spontaneously participate in daily life situations, share and defend their opinions. They will also be able to make 5-minute long presentations that follow the following structure: introduction – body/development of ideas – conclusion, using just notes for reference.
Read – The students will be able to understand chapter books that are intended for native-speakers in upper elementary school and demonstrate their comprehension orally or in writing.
Write – The students will be able to write anecdotal and factual one-page structured texts using appropriate vocabulary and the following tenses and grammatical structures: comparing and contrasting with comparatives and superlatives, present and past tense, present perfect, future, wishes and hopes, direct and indirect speech, second conditional.
Behave – The students will demonstrate culturally appropriate behavior including exclusive use of English in class, raising hands, waiting for their turn to speak, respecting others´ turns by refraining from interrupting and being active listeners who look and listen to the speaker.

First Trimester
Aesop's Fables (all students)
1. The Dog and its Reflection
2. The Fox and the Grapes
3a. The Grasshopper and the Ants
3b. The Goose that laid the Golden Eggs
4. The North Wind and the Sun
5. The Fox and the Crow
6. The Boy Who Cried Wolf
7. The Lion and the Mouse
Second Trimester
Pocahontas
The Wizard of Oz
The Monkey's Paw
Third Trimester
(see above)

Ley de la Propiedad Intelectual - Ecuador
http://www.sice.oas.org/int_prop/nat_leg/Ecuador/L320ind.asp
http://www.sice.oas.org/int_prop/nat_leg/Ecuador/L320c.asp#l1t1c1s6p2.2
l1t1c1s7Sección VII
De las Limitaciones y Excepciones a los Derechos Patrimoniales del Autor
Parágrafo Primero
De la Duración
Art. 80. El derecho patrimonial dura toda la vida del autor y setenta años después de su fallecimiento, cualquiera que sea el país de origen de la obra.
En las obras en colaboración, el período de protección correrá desde la muerte del último coautor.
Cuando se trate de obras póstumas, el plazo de setenta años comenzará a correr desde la fecha del fallecimiento del autor.
La obra anónima cuyo autor no se diere a conocer en el plazo de setenta años a partir de la fecha de la primera publicación pasará al dominio público. Si antes de transcurrido ese plazo se revelare el nombre del autor, se estará a lo dispuesto en el inciso primero de este artículo.
Si no se conociere la identidad del autor de la obra publicada bajo un seudónimo, se la considerará anónima.
Si una obra colectiva se diere a conocer por partes, el período de protección correrá a partir de la fecha de publicación del último suplemento, parte o volumen.
Art. 81. Si la titularidad de una obra corresponde a una persona jurídica desde su creación, el plazo de protección será de setenta años contados a partir de la realización, divulgación o publicación de la obra, el que fuere ulterior.
Parágrafo Segundo
Del Dominio Público
Art. 82. Fenecidos los plazos de protección previstos en esta Sección, las obras pasarán al dominio público y, en consecuencia, podrán ser aprovechadas por cualquier persona, respetando los derechos morales correspondientes.
Parágrafo Tercero
Excepciones
Art. 83. Siempre que respeten los usos honrados y no atenten a la normal explotación de la obra, ni causen perjuicios al titular de los derechos, son lícitos, exclusivamente, los siguientes actos, los cuales no requieren la autorización del titular de los derechos ni están sujetos a remuneración alguna:
La inclusión en una obra propia de fragmentos de otras ajenas de naturaleza escrita, sonora o audiovisual, así como la de obras aisladas de carácter plástico, fotográfico, figurativo o análogo, siempre que se trate de obras ya divulgadas y su inclusión se realice a título de cita o para su análisis, comentario o juicio crítico. Tal utilización solo podrá realizarse con fines docentes o de investigación, en la medida justificada por el fin de esa incorporación e indicando la fuente y el nombre del autor de la obra utilizada;
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http://www.gutenberg.org/wiki/Gutenberg:Copyright_FAQ
International Copyright Information
http://onlinebooks.library.upenn.edu/okbooks.html
Berne Convention for the Protection of Artistic and Literary Works
http://www.wipo.int/treaties/en/ip/berne/summary_berne.html
Article 7
Term of Protection:
1. Generally; 2. For cinematographic works; 3. For anonymous and pseudonymous works;
4. For photographic works and works of applied art; 5. Starting date of computation;
6. Longer terms; 7. Shorter terms; 8. Applicable law; “comparison” of terms
P128_22280(1) The term of protection granted by this Convention shall be the life of the author and fifty years after his death.
P129_22397(2) However, in the case of cinematographic works, the countries of the Union may provide that the term of protection shall expire fifty years after the work has been made available to the public with the consent of the author, or, failing such an event within fifty years from the making of such a work, fifty years after the making.
P130_22730(3) In the case of anonymous or pseudonymous works, the term of protection granted by this Convention shall expire fifty years after the work has been lawfully made available to the public. However, when the pseudonym adopted by the author leaves no doubt as to his identity, the term of protection shall be that provided in paragraph (1). If the author of an anonymous or pseudonymous work discloses his identity during the above-mentioned period, the term of protection applicable shall be that provided in paragraph (1). The countries of the Union shall not be required to protect anonymous or pseudonymous works in respect of which it is reasonable to presume that their author has been dead for fifty years.
P131_23443(4) It shall be a matter for legislation in the countries of the Union to determine the term of protection of photographic works and that of works of applied art in so far as they are protected as artistic works; however, this term shall last at least until the end of a period of twenty-five years from the making of such a work.
P132_23772(5) The term of protection subsequent to the death of the author and the terms provided by paragraphs (2), (3) and (4) shall run from the date of death or of the event referred to in those paragraphs, but such terms shall always be deemed to begin on the first of January of the year following the death or such event.
P133_24090(6) The countries of the Union may grant a term of protection in excess of those provided by the preceding paragraphs.
P134_24207(7) Those countries of the Union bound by the Rome Act of this Convention which grant, in their national legislation in force at the time of signature of the present Act, shorter terms of protection than those provided for in the preceding paragraphs shall have the right to maintain such terms when ratifying or acceding to the present Act.
P135_24547(8) In any case, the term shall be governed by the legislation of the country where protection is claimed; however, unless the legislation of that country otherwise provides, the term shall not exceed the term fixed in the country of origin of the work.
APPENDIX
SPECIAL PROVISIONS REGARDING DEVELOPING COUNTRIES
Article I
Faculties Open to Developing Countries:
1. Availability of certain faculties; declaration; 2. Duration of effect of declaration;
3. Cessation of developing country status; 4. Existing stocks of copies;
5. Declarations concerning certain territories; 6. Limits of reciprocity
P411_76063(1) Any country regarded as a developing country in conformity with the established practice of the General Assembly of the United Nations which ratifies or accedes to this Act, of which this Appendix forms an integral part, and which, having regard to its economic situation and its social or cultural needs, does not consider itself immediately in a position to make provision for the protection of all the rights as provided for in this Act, may, by a notification deposited with the Director General at the time of depositing its instrument of ratification or accession or, subject to Article V(1)(c), at any time thereafter, declare that it will avail itself of the faculty provided for in Article II, or of the faculty provided for in Article III, or of both of those faculties. It may, instead of availing itself of the faculty provided for in Article II, make a declaration according to Article V(1)(a).
P412_76978(2)
P413_76981(a) Any declaration under paragraph (1) notified before the expiration of the period of ten years from the entry into force of Articles 1 to 21 and this Appendix according to Article 28(2) shall be effective until the expiration of the said period. Any such declaration may be renewed in whole or in part for periods of ten years each by a notification deposited with the Director General not more than fifteen months and not less than three months before the expiration of the ten-year period then running.
P414_77492(b) Any declaration under paragraph (1) notified after the expiration of the period of ten years from the entry into force of Articles 1 to 21 and this Appendix according to Article 28(2) shall be effective until the expiration of the ten-year period then running. Any such declaration may be renewed as provided for in the second sentence of subparagraph (a).
P415_77857(3) Any country of the Union which has ceased to be regarded as a developing country as referred to in paragraph (1) shall no longer be entitled to renew its declaration as provided in paragraph (2), and, whether or not it formally withdraws its declaration, such country shall be precluded from availing itself of the faculties referred to in paragraph (1) from the expiration of the ten-year period then running or from the expiration of a period of three years after it has ceased to be regarded as a developing country, whichever period expires later.
P416_78414(4) Where, at the time when the declaration made under paragraph (1) or (2) ceases to be effective, there are copies in stock which were made under a license granted by virtue of this Appendix, such copies may continue to be distributed until their stock is exhausted.
P417_78682(5) Any country which is bound by the provisions of this Act and which has deposited a declaration or a notification in accordance with Article 31(1) with respect to the application of this Act to a particular territory, the situation of which can be regarded as analogous to that of the countries referred to in paragraph (1), may, in respect of such territory, make the declaration referred to in paragraph (1) and the notification of renewal referred to in paragraph (2). As long as such declaration or notification remains in effect, the provisions of this Appendix shall be applicable to the territory in respect of which it was made.
P418_79324(6)
P419_79327(a) The fact that a country avails itself of any of the faculties referred to in paragraph (1) does not permit another country to give less protection to works of which the country of origin is the former country than it is obliged to grant under Articles 1 to 20.
P420_79594(b) The right to apply reciprocal treatment provided for in Article 30(2)(b), second sentence, shall not, until the date on which the period applicable under Article I(3) expires, be exercised in respect of works the country of origin of which is a country which has made a declaration according to Article V(1)(a).
Contracting Parties
http://www.wipo.int/treaties/en/ShowResults.jsp?lang=en&treaty_id=15
(Ecuador is a an active Contracting Party in the Berne Convention)
Rome Act
Andean Community
http://www.comunidadandina.org/ingles/normativa/D351e.htm
Ley de la Propiedad Intelectual - Ecuador
http://www.sice.oas.org/int_prop/nat_leg/Ecuador/L320ind.asp
http://www.gutenberg.org/ebooks/28
This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org

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)
http://www.tprstorytelling.com/index.php?option=com_docman&task=cat_view&gid=30&Itemid=63
Really good worksheets, handouts, activities, etc

http://www.tprstorytelling.com/index.php?option=com_docman&task=cat_view&gid=30&Itemid=63
Really good worksheets, handouts, activities, etc
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
now, stop, nice, August, true, bought, it, same, umbrella, started
Let It Be (Lennon, McCartney)
When I (1)(1) myself in
Mother Mary (2) to me
Speaking _(3) of wisdom, let it be.

http://www.tprstorytelling.com/index.php?option=com_docman&task=cat_view&gid=30&Itemid=63
Really good worksheets, handouts, activities, etc
Foundation Week: FOC High School English (primero, segundo y tercero de bachillerato)
ESL Icebreaker Activities for high school intermediate-language learners: 12+ years
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 )

Appearances are deceptive.
The Shepherd's Boy
ThereA Shepherd's Boy was once a young Shepherd Boy who tendedtending his sheep at the foot of a mountainflock near a dark forest. It was rather lonely for him all day, so hevillage, and thought upon a planit would be great fun to hoax the villagers by which he could getpretending that a little company and some excitement. He rushed down towardsWolf was attacking the village calling out "Wolf, Wolf,"sheep: so he shouted out, "Wolf! wolf!" and when the villagerspeople came out to meet him, and some ofrunning up he laughed at them stopped with him for a considerable time. This pleased the boy so much that a few days afterwards he tried the same trick,their pains. He did this more than once, and againevery time the villagers came to his help. But shortly after thisfound they had been hoaxed, for there was no Wolf at all. At last a Wolf actuallyreally did come out from the forest,come, and began to worry the sheep, andBoy cried, "Wolf! wolf!" as loud as he could: but the boypeople were so used to hearing him call that they took no notice of course cried out "Wolf, Wolf," still louder than before. But this timehis cries for help. And so the villagers, whoWolf had been fooled twice before, thought the boy was again deceiving them,it all his own way, and nobody stirred to come tokilled off sheep after sheep at his help. So the Wolf madeleisure.
You cannot believe a good meal off the boy's flock, and when the boy complained, the wise man of the village said:
"A liar will not be believed, even when he speakstells the truth."truth.
The Crow and the Pitcher
A Crow, half-dead with thirst, came upon a Pitcher which had once been full of water; but when the Crow put its beak into the mouth of the Pitcher he found that only very little water was left in it, and that he could not reach far enough down to get at it. He tried, and he tried, but at last had to give up in despair. Then a thought came to him, and he took a pebble and dropped it into the Pitcher. Then he took another pebble and dropped it into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. At last, at last, he saw the water mount up near him, and after casting in a few more pebbles he was able to quench his thirst and save his life.

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 )

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.