TeachingTechniques

CompiledfromRefresherCoursefor Mentors

December2010

READINGRACE Level:AnyLevel Skills:Reading Procedures: a. Tdividestheclassintogroups(eachgroupconsistsofthreeorfourstudents) b. Tasksstudentstodecidetheirbells(e.g.Tit,Tat,Tot) c. Treadsthereadingtextandasksthestudentstopayattentiontohowthewordscorrectly pronounced d. Tasksastudentfromacertaingrouptoreadthetext,andaskstheotherstudentsfromother groupstopayattentiontohim/herandwhentheylistentoamispronouncedword,theyhaveto ringthebellandoneofthestudentsinthatgroupcontinuesreadingthetext.Theprocedure continuesuntilthewholestudentsgettheirturns. e. Thegroupwhichhasthefewestmistakeswillbethewinner THETALKINGCANDY Itisaverysimplemethodtoencouragestudentstotakepartactivelyinthewholeclassactivities. Prepareapackofcandiesandgiveonetothestudentseachtimetheycananswerthequestioncorrectly frommotivatingstrategiestoskillspractice.Themorequestionsstudentscananswer,themorecandies theywillget.Thecandiescanbeusedtomeasurestudentsparticipationandtaketheirdailyscores.At theendofthelesson,teacherasksthestudentstocountthecandiestheyhavegot.Thewinneristhe studentwhogetsthemostcandies. PICKTHEWINNER Level:AnyLevel Objective:TeachingGrammar Procedures: 1. Tpreparesasetofsentencesforstudentstoanalyze 2. Tdividesthestudentsintogroupsofthree 3. Tshowsasentencetostudents 4. Tallocatestimetostudentstodiscusswiththeirgroupswhetherthesentenceisawinner (grammaticallycorrect)oraloser(grammaticallyincorrect) 5. Eachgroupchoosesanumber,0,25,50,75,100 6. Eachgrouptellstheirdecisionwhetherthesentenceisawinneroraloser 7. Ifthesentenceisawinner,thenumberthechosewillbeaddedtotheirscore.Butifthe sentenceisaloser,theirscorewillbesubtractedbythenumbertheychoose. 8. Thewinneristhegroupwiththehighestscore THECOLORFULPAPER Level:anylevel Skill:Speaking Stage:Summingup Taids:Listofquestions,colorfulpaper Procedures:

1. Tasksstudentstoworkingroupsofthree.Tasksstudentstodiscuss/practice/talkthematerialsin thelesson.Tasksstudentstoclosetheirbooksafterhavingdiscussion.Tintroducesthecolorful paperswhicharegoingtobeusedforscoring(e.g.Red10points,Yellow15points,Green20 points,Blue25points).Thenputthecolorsinabox 2. Ttellsstudentsthattheywillhavequestionsaboutthelesson.Iftheycananswerthequestions, theyhavetoringtheirbells(animalsounds) 3. Iftheycananswercorrectlytheymaytakethecolorfulpaperintheboxanditwillbetheirscore 4. Thegroupwiththehighestscorewillbethewinner GRABBINGTHEWORDS Level:anylevel Skills:Speaking,Reading Stage:Summingup Procedures: 1. Tdividesthestudentsintogroupsoffour 2. Tdistributessmallpapertoeachgrouparound1520pieces 3. Tdictatesthewordsandasksstudentstowriteonthepapergiven,onepaperforoneword 4. Whenteacherfinishesdictatingthewords,askseachgrouptositinacirclewiththeirchair touchingeachother 5. Tasksstudentstospreadthewordsontheirchairs/tables,makesurethateachstudentcan readthewholewordsandcangrabthem 6. Tsetstherules,allstudentsshouldputtheirhandsontheirhead,whentheylistentothe teachermentioningoneofthewordsstudentshavetocompetetograbtheword 7. Studentswiththemostwordswillbethewinner TELEPATHYGAME Objective:TeachingconditionalIF Procedures: 1. TteachesconditionalIF 2. Tasksthestudentstowritetheirnamesonapieceofpaper 3. Ttakesthepapersanddistributethemtootherstudents,makesurethatthenamesnotbelong tothestudents 4. TasksthestudentstomakeaquestionunderthepersonsnamewithconditionalIF(the questionisintendedtotheperson) 5. Ifthestudentsfinishmakingthequestion,Tasksthestudentstothinkwhatwillbetheanswer oftheirfriendsquestionandasksthemtowriteonthebacksideofthepaper 6. Tasksoneofthestudents(e.g.TONO)toreadhisanswer 7. ThestudentthathasTonosnameonthepaperreadsthequestions 8. Iftheanswermatchesthequestion,TgivesthestudentCandies CATCHTHECRIMINAL Level:Anylevel Skills:Speaking Lesson:DescribingPhysicalFeatures Precondition(Partsofthebody,descriptiveadjectives,participialadjectives,compoundadjectives)

Procedures: 1. Tputsthestudentsinpairs.Togethertheyhavetomakeadialog. Situation:OneofthemwillbethePoliceOfficer;theotheristhevictimofacrime.Inthedialog, thevictimisreportingtothePoliceOfficeraboutthecrimeanddescribingthephysicalfeatures ofthecriminal.Thecriminalmustbeoneoftheirclassmatesfromothergroups.ThePolice Officershouldidentifythecriminalfromthedescriptionattheendofthedialog 2. Thestudentsperformtheroleplayinginfrontoftheclass.Attheendofthedialog,theyare given20secondstoreallycatchthecriminal.Theotherstudentsshouldlistenattentivelytothe dialogsandiftheythinkthattheyarethecriminals,theyshouldrunaway.Onlyonestudentis allowedtogetoutfromtheroomandifheisoutfornoreason,histeamwillget10point penalty. 3. Everyteamisgiven20secondstocatchthecriminalandthetimetheywillbetransferredinto scores.Forexample,theteamneeds5secondstocatchthecriminal,sotheywillget5points and15pointswillbeaddedintothecriminalteam.Thewinnerofthegameistheteamwiththe leastscore. FINDYOURPARTNER(EL4lesson9etc) Shortdescription:Tointroducesomenewwords,Tcanaskstudentstomatchthewords/phrasesand theirmeaning/descriptions,byaskingthemtomatchthestrips/cardscontainingthesewords& meaning...ThisactivitycanbedoneinMotivatingstage. Tshouldknowwhetherthestudentscanproducesomeexpressionsneededtoconductadialogin askingandansweringthequestions.Ifnot,Tshouldequipthemwiththeexpressionsneeded,such as;whatisyourstrip/card?Whatdoyouhave?So,youremypartner!!Theanswer:Mystrip/cardis.,I have,Youreright,youremypartner,No,Idontthinkyouremypartneretc.) Procedures: 1. Ttellsstudentsthathesgoingtogivethemsomestrips.Eachstudentwillgetdifferentcolorof strip.Somestudentswillgetbluestrip/cardcontainingajobtitleandsomeotherwillgetred stripcontainingajobdescription(EL4lesson9),Tasksstudentstomatchthejobtitleanditsjob description. 2. Tasksstudentswhatquestionstheyshouldaskinfindingthematch.Twritesthesepromptson theboard. 3. Studentsaretomatchthestripsbyaskingtheirfriends. 4. Tputsthestudentsinpairs.Togethertheyhavetomakeadialog. 5. Situation:OneofthemwillbethePoliceOfficer;theotheristhevictimofacrime.Inthedialog, thevictimisreportingtothePoliceOfficeraboutthecrimeanddescribingthephysicalfeatures ofthecriminal.Thecriminalmustbeoneoftheirclassmatesfromothergroups.ThePolice Officershouldidentifythecriminalfromthedescriptionattheendofthedialog 6. Thestudentsperformtheroleplayinginfrontoftheclass.Attheendofthedialog,theyare given20secondstoreallycatchthecriminal.Theotherstudentsshouldlistenattentivelytothe dialogsandiftheythinkthattheyarethecriminals,theyshouldrunaway.Onlyonestudentis allowedtogetoutfromtheroomandifheisoutfornoreason,histeamwillget10point penalty. 7. Everyteamisgiven20secondstocatchthecriminalandthetimetheywillbetransferredinto scores.Forexample,theteamneeds5secondstocatchthecriminal,sotheywillget5points and15pointswillbeaddedintothecriminalteam.Thewinnerofthegameistheteamwiththe leastscore. PASSTHEMARKER Shortdescription:Studentslearnsomeexpressionssuchasintroducingoneself(EL1ls1),like&dislike (EL1ls6),extending&respondinganinvitation(ET8ls9),etc

Toencouragestudentstousetheseexpressions,Tcandothistechnique.ItcanbedoneinSkill PracticeorAssessmentstage, Procedures: 1. Tasksstudentstositincircle. 2. Ttellsthestudentsthathesgoingtogiveadifferentcolorofmarkers(i.e.blue&red)to2students sittingonhisrightandleftside. 3. Studentsaretopassthemarkertothenextstudentinthecircle 4. Whiletheyrepassingthemarker,Tplaysamusic. 5. WhenTstopsthemusic,astudentwhogetsaredmarkerhastoposeaquestiontoastudentwho getsabluemarker. 6. Thequestions/answerssaidbythestudentsshouldvary.So,theycantusethesameexpression.

 INTERVIEW Description:Actuallytherearemanykindsofinterviewtechnique;wecanmodifyusingdifferent promptsanddifferentaids(2examples) A. STUDENTSBUSINESSDISTRICT Studentsworkasonebiggrouptotryouttheirknowledgeonprepositions,locations,andnegotiation (aboutgoodneighborhood) Studentsusequestionprompts 1. (Whatbusinessareyougoingtoopen? 2. Whatisyourlineofbusiness?

Whatareyougoingtonameit? Whereisitgoingtobelocated?) ProvidedtohelpthemdoSSinteraction. Procedures Teacherprovidesablankmap,anintersectionwithblanklocationswiththenameofthestreets andnumbersfortheaddress,asmanyasthenumberofstudentspresentonthatsession,on thewhiteboard. 8. Eachstudentwillhavetoaskthefriendsthissetofquestions a. Whatbusinessareyougoingtoopen? b. Whatareyougoingtonameit? c. Whatisyourlineofbusiness? d. Whereisitgoingtobelocated? 9. Teachercallsstudentsonebyonetoplaceandnamethelocationofoneoftheirfriends businessonthemaponthewhiteboard. 10. Afterallthestudentsplacetheirbusinessthentheyusethemaptodescribetheirdistrict. B. VACATIONTIME. StudentsworkasonebiggrouptotryouttheirknowledgeonWHquestionwordsandtherelated tensestheyarelearningatthemoment. Studentsusequestionprompts Wheredidyougoonyourlastvacation? Whodidyougowith? Wheredidyoustay?etc ProvidedtohelpthemdoSSinteraction. Procedures: 1. Afterthepresentationongrammar(forwriting)WHquestionwordsandtherelatedtenses teacherasksstudentstomakeagridfollowingtheexampleonthewhiteboard. INFORMATION PLACE? TIME? DURATION? ACCOMODATIO N? TRANSPORT? COMPANY? ACTIVITIES? BUDGETSPENT? AGUS HENDRO ALI IDWAN WINDA

3. 4. 5. 6. 7.

2. Studentsareaskedtoputtheirownfriendsnameonthegridtobeinterviewed,theywillstart interviewingoncethegridisreadyandtheycanalwayscheckhowtoaskthequestions followingtheprompts 3. Afterthestudentsfinishtheinterview,teachercancheckbycallingthestudentstoaskthe friendstotellabouttheotherfriendsinformationtheygetonthegrid 4. Asthefinalactivitytheycanwriteabouttheirfriendsvacations 5. Thegridcanalwaysbemodifiedaccordingly.

GALLERYEXHIBITION ShortDescription:ThisactivityisgivenafterreadingtextinHI.2lesson5.Thepurposeisthattomake themknowhowacarisbuiltsothattheycandesigntheirowndreamandfuturecarandexplainitto theirfriendsasgalleryvisitors.Fourstudentsfrom4differentgroupsarechosentobethepresenters. However,theyhavetodiscussthedesignandthefriendlyenvironmentalfuelfirst. Procedures: 1. Tdividestheclassintoagroupofthree. 2. Tdistributespapertoeachgroupandasksstudentstodrawanddescribetheirowndreamand futurecarbyconsidering a. Theshapeorthemodelofthecar. b. Thefuelwhichhastobeenvironmentallyfriendly. c. Theidealcapacityofthatfuturecar. 3. Tgivesthemtimetodiscussandtheneachappointedspeakerhastofindtheirstrategicand comfortableplacetoexhibitandexplainthedesignoftheirfuturecartotheothers. 4. Therestofthestudentsinterviewandaskquestionstothespeakersrelatedtotheirfuturecar. 5. Whentheyfinish,theygobacktotheirgrouptodiscussthesummaryandgettheiropinionto judgetheothergroups. 6. Attheend,eachrepresentativereportstotheclassandchoosesthebestpresenterbasedon thecriteriaof: a. Havingsystematicexplanation. b. Goodpronunciationandintonation. c. UsinglessIndonesianlanguage. HOTSEAT ShortDescription:Theaimofthegameisforthestudentsintheteamstodescribeaword,using synonyms,antonyms,definitionsetc.totheirteammatewhoisinthehotseatthatpersoncan'tsee theword! Procedure: 1. First,splittheclassintodifferentteams(twoisbest,butifyouhavealargeclass,anynumbercould beused). 2. Sitthestudentsfacingtheboard. 3. Thentakeanemptychaironeforeachteamandputitatthefrontoftheclass,facingtheteam members.Thesechairsarethe'hotseats' 4. Thengetonememberfromeachteamtocomeupandsitinthatchair,sotheyarefacingtheir teammatesandhavetheirbacktotheboard. 5. Astheteacher,havealistofvocabularyitemsthatyouwanttouseinthisgameforinstance: goggles,surfboard,snorkel,sunblock,fishingrods,sailingboat,helmet,etc. 6. Takethefirstwordfromthatlistandwriteitclearlyontheboard. 7. Theaimofthegameisforthestudentsintheteamstodescribethatword,usingsynonyms, antonyms,definitionsetc.totheirteammatewhoisinthehotseatthatpersoncan'tseethe word! 8. Thestudentinthehotseatlistenstotheirteammatesandtriestoguesstheword. 9. Thefirsthotseatstudenttosaythewordwinsapointfortheirteam. 10. Thenchangethestudentsover,withanewmemberofeachteamtakingtheirplaceintheirteam's hotseat. 11. Thenwritethenextword PLAYINGCARDS

ShortDescription:Thisisaspeakingactivitywhichwillgiveopportunityforstudentstocommunicate witheachotherinthetargetlanguage.Ingroups,studentschooseacardwhichrepresentatopicand write3questionsaboutthattopictobeaskedtotheotherpeopleinthegroup. Procedures: 1. Tdividestheclassintogroupsof4. 2. Texplainsthateachsuitrepresentsatopic.Forinstance: a. Diamonds:moneycanbuyabedbutnotsleep b. Hearts:moneycanbuyacquaintancesbutnotfriends c. Spades:moneycanbuyamedicinebutnothealth d. Clubs:moneycanbuyahousebutnotahome 3. Tdistributesthecardstoeachmemberofthegroup. 4. Eachstudentwillchooseacard,thenwrite3questionsaboutthattopic.Ifthetopic"Diamonds: moneycanbuyabedbutnotsleep"isselected,herearesomepossiblequestions: a. Ismoneyimportantinyourlife?Why? b. Issleeporrestimportantinyourlife?Why? c. Whatdoyouthinkaboutbeingamillionaire? 5. Eachstudentwillaskthequestionstotheotherpeopleinthegroup. However,theteachershouldstateattheverybeginningoftheactivitythatstudentsarenotallowedto prepareyesnoquestions,rather,studentsaskopenendedquestionstoeachothersothattheyreplyin completesentences. CHATROOM Description:Thisisawrittenformofchatting.Studentswritetorespondtheirfriendsquestions, comments,ideas,etc. Procedures: 1. Eachstudentneedsablankpieceofpaperandapen. 2. Tellthemtheyaregoingintoaprehistoricinternetchatroomsotheyallneedtodecideona nickname. 3. Tellstudentsthatyouaregoingtobethenetandyouwillneedtostandinthemiddleofthecircle toexchangethepapers. 4. Explainthatthenethasgonealittlebitcrazyandtheycantsendmessagestospecificpeople. 5. Ifyouhaveabiggroupaskastudentortwotohelpyoubethenetinthemiddle. Givestudentsanexampleofhowtostart.Eg.Pingu:Howareyoufeelingtoday? 6. Asstudentscompletetheirquestionstheyshouldholdthepaperintheairandthenyouswapthe papersoverasiftheirmessagesarebeingsent. 7. Theythenreplytotheonetheyvejustreceivedandsoitgoesonuntileachstudenthasapagefull ofchat. 8. Thengivethepapersbacktothestudentwhowrotetheinitialquestionandtheycanseehowthe chatdeveloped.Thiscouldleadontotalkingabouttheinternet,orchatroomsoryoucouldusethe texttodosomeerrorcorrection.Asstudentshavebeenwritingquicklytherewillprobablybelotsof sillymistakestheycancorrectthemselves. CHAINSTORY

ShortDescription:Itisonlyonesolutionamongsometechniquesonhowtoapplyifconditionaltype1. Studentstaketurntoapplyifconditionaltype1bypayingattentiontothelastphraseorthewillclause oftheformerstudent. Procedures: 1. Tintroducestheusingofifclausesentencetype1. 2. T.dividesstudentsintogroupoffour. 3. Thefirststudentisaskedtomentiononeifclausesentence.Thesecondstudentcontinuesto makeanotherifclausebasedonthewillresult.Thethirdandtherestwilldothesamesothat allstudentsgetthechancetoproduceifclausesentence. a. St.A :IfIamrich,Iwillbuyacar. b. St.B :IfIhaveacar,Iwillgoaroundthecity. c. St.C :IfIgoaroundthecity,Iwillbringmyfriends. 4. Ifstudentsmakemistakes,T.willdosomecorrectionbyinvolvingotherstudents. 5. Ifastudentcannotapplyit,he/shehastosaypass.He/shewillgetthechanceagainafterthe laststudentfinisheshis/herstatement. 6. T.hastomakesurethatallstudentsgetthechancetoapplyifconditionaltype1. JIGSAWREADING ShortDescription:Toavoidtheboredombecauseofthelongpassage,studentscanbegivencertainor eachparagraphofthepassage.Thisfamoustechniqueisveryhelpfulforstudentsespeciallywhoarein HighIntermediatelevels.Studentsaredividedintogroupsandaregivendifferentparagraphs.Students findthetopicsentenceanddetailsorsignificanteventsineachandfinallyreporttotheothermembers ofthegroupabouttheirown. Procedures: 1. T.dividesstudentsintogroupsof4anddistributes4differentparagraphstoeachstudentina group. 2. Studentswithpink,yellow,greenandorangecardshavetofindtheirnewgroupswiththesame color. 3. Thentheyworktogethertofindthemainideasbyputtingthetopicsentenceintobigcircleand thesupportingdetailsintosmallones. 4. Studentsreturntotheirfirstgroupafterfinishingtheirtaskandreporttoeachother. 5. Next,T.distributescardsofpictures.Studentswhogetapictureofafamouspersonarethe presentersofeachgroup. 6. Eachpresenterpresentsthestory.Otherslistenandjudgewhodeservestobethebest presenterduetothecompleteinformationandclusterhe/shehas. 7. Thebestpresenterisaskedtoanswerquestionsgivenbyothergroupsinturns.Studentsfrom thepresentersidehelphim/herwhenhe/sheisstucktoanswer. 8. Onestudentisappointedtobeatrafficcontrollerduringquestionandanswersession. 9. Ifthepresentercannotanswercorrectly,thegroupwhoasksthequestionwillsaythecommon expressionlikegotchaorBingowhichmeanshe/shehastofindhelpfromtheothergroups likephoneafriendorgivemeaclue. 10. Thequestionandanswersessionisoverifstudentswhoareassignedtohelpcannotanswerthe questionorthereisnomorequestionstoask. DEBATE/DISCUSSIONINASMALLCIRCLE ShortDescription:ItisgoodtobeimplementedinIntermediateandHighIntermediatelevels.The purposeistomakeallstudentseventhequietonesspeakorgettheequalportionofsharingandgiving opinions.Thistime,studentsshouldknowfirstpointsofviewtobediscussed.Then,theyworkinpairs beforejoiningintogroupsoffive. Procedures:

1. T.choosesaninterestingtopicandwritesthetitleofthedebate/discussiononthewhiteboard. 2. T.explainsfirsttheareaorthefocusoftheirattentiontheywanttodiscuss. 3. (IfthetitleisaboutShouldsmokingbebanned?studentscantalkfromhealth,tax,lifestyleor religionpointsofview) 4. T.givesstudentstimetopreparethemselvesforabout5minutes. 5. T.thenpairsthemup.Letthemtalkwiththeirpairsforabout10minutessothattheygetself confidenceandadditionalinformation.Theteacherwalkstomonitoronly. 6. After10minutes,pairworkischangedintogroupwork(Itisbettertohave5studentsinonegroup). 7. T.appointsonestudenttobethestarter.He/sheshouldstartfirsttogivehis/herideas.Forexample IdisagreeifsmokingshouldbebannedbecauseOtherswillautomaticallyrespondhim/her. 8. Theflowofthedebateordiscussionisonthestarterorhis/herassistantshand.Inotherwords, theirfunctionisasacontroller. 9. Tsrolehereisonlyasafacilitator. GUESSINGWORDS ShortDescription:Itcanbeappliedinalllevels.Guessingwordswillgivestudentsmorechancesto exploretheirvocabularies,topracticeandtoimprovethestudentsskillsinlisteningandspeaking. Procedure: 1. T.dividestheclassintotwogroups. 2. Ineachgroup,thereisaguessertheonewhoguessesthewordsdescribedbytheotherstudentsin thegroup. 3. Theguesserisappointedinturn. 4. Forexample,therearefivestudents.Sooneofthemasguesserandtheotherasdescriberswho givedescriptionorexplanationaboutthewords. 5. Thewordsarewrittenincards(onecardisforoneword)providedbyteacher. 6. Takeforexample,thewordisumbrella.Sothedescribersaretogivedescriptionorexplanation abouttheword.itisround.Thereisahandle.Youneeditwhenitrains. 7. Thescorewillbegiventothegroupthatcananswerorguessthewordatthefirst. 8. Thisactivityisconductedinordertogivestudentsmorechancestopracticetheirspeakingand listeningskillsatthesametime.Bydoingit,studentswillimprovebothskills. QUESTIONINGANSWERING ShortDescription:Thistechniqueisforstudentstorememberirregularpastformverb.Inagroupof threeorfour,astudentanswerssimplepastformquestionsaskedbyanotherstudentofhisorher group. Procedure: 1. T.dividestheclassintogroupsofthree(fourinabigclass). 2. T.haseachstudentprepareY/Nquestionsinsimplepastformusingirregularverb. 3. StudentAasksstudentBaquestionwhothenhastoansweryesinorderthats/hemakesa positivesentencebyusingverb2. Forexample: A:DidyoucometoAnispartylastnight? 1. B:YesIcamewithBudi ItisactuallyO.KtoanswerNoaslongasthestudentusesthesameverb. Forexample:No,Icamehometomyunclehouse.

4. ThiscontinuesingoodturnAtoBthentoCandtakesaroundtenminutestopractice. 5. T.askseachgrouptoperformthisquestioninganswering.Thegroupthatisabletousethemost irregularverbisthewinner.

 INFORMATIONGAP ShortDescription:Thistechniqueisgoodtobegiventostudentsinalllevels.Ittrainstheirskillin listening,speakingandmemorizing. Procedures: 1. T.dividesstudentsintogroupsof4.Thereisasecretaryand3huntersineachgroup. 2. Ahunterhastofindananswerfromthetext/informationinfrontoftheclass. 3. Thefirsthuntergoestothefrontclasstofindananswer. 4. Then,he/shetellstheanswertohis/hergrouporally. 5. Thesecondhunterdoesthesamethingafterthefirstonegoesbacktohis/hergroup. 6. Whilewaitingforhis/herturn,thethirdhunterhelpsthesecretarytocompletethetask. 7. Atlast,thesecretaryreportstheresulttotheclass. MAGICBOXES ShortDescription:Thistechniqueisusedtohelpthestudentstopracticesometenses.Thestudents(in agroupofthree)havetoprepare2boxes.Oneboxhastobewrittensubjects(I,She,He,We,They,You) onitssurfaces.Anotherboxhastobewrittensomeverbs(play,watch,study,visit,throw,make).They canusecolorfulpens. Procedure: 1. T.dividesthestudentsintoagroupofthree.Eachgrouphas2boxes. 2. Onthesurfaceofonebox,T.writesI,She,He,We,TheyandYouwhileontheotherbox, 3. Studentsineachgroupthrowtheboxesandarerequiredtocreateasentencebasedonthewords appearedoneachbox.Forexample:Sheandthrow.ThereforethestudentwillsayShethrows theball. 4. IftheteacherwantstoteachPassiveVoice,onemoreboxisneededwhichshowsthetimesignal. Andtheprocedureisstillthesame. DRAMA(ROLEPLAY) ShortDescription:ThisactivityisbasedonalessonofElementary4levelbutitisalsoapplicableforall levels.Itcanenrichthestudentsvocabulariesandimprovetheirpronunciationsothattheycanperform fluently. Procedures: 1. T.dividesthestudentsintogroupsof4ifthetopicisaboutTheOriginofBanyuwangibecause thereare4characterssuchasSidapaksa,SriTanjung,Sidapaksasmotherasaqueen,and Sidapaksasfatherasaking. 2. IftheychoosethestoryofTheQueenoftheSouthernSea,studentsaredividedinto5 charactersnamelyDewiKaditaasPrincess,QueenMayangsari,King,Mistresses,andMataram King. 3. Studentscreateascriptofdramabasedonthestorythattheyhavechosen. 4. Askthemtodevelopthestorywiththeirownversiontomakeaninterestingstory.

5. Monitortheminordertohelpiftheygettroublewithvocabulariesortenses. 6. Lottheminordertogetthecharactermentionedinthestory. 7. Givethemtimetopracticethedramaingroups. 8. Askthemtoperformthedramainfrontoftheclassroom. 9. T.togetherwiththewholeclassdecidesthebestactorandactress. READINGOUTLOUD ShortDescription:Thistechniqueisaimedatcheckingstudentspronunciationandspellingaswell. Studentsaredividedinto2groupsandtheyaregiventheincompleteformsothattheycanexchange themissinginformation. Procedures: 1. T.dividesthestudentsintotwobiggroups. 2. Eachgroupisgivenanincompletedialogbetween2speakers(AandB).Group1hasacompletepart forA,whileGroup2hasacompletepartforB. 3. Thestudentwhositsacrossfromishis/herpartner. 4. Eachpartnercompetestocompletethedialogandreadhis/herpartloudly. 5. Thestudentwhocompletefirstisthewinner. 6. Thewinnerreadsthewholepassage. 7. Theothersmaychecktheiranswer. SiBOIM(SpeakingBasedonIdeaMapping) Shortdescription:Studentsingroupsof35discussamappingofideasonagiventopicastohowbest toreaditandthusspeaktheirmind.Insodoing,thestudentsintheirowngroupsamongthemselves areexpectedtoorganizetheirideaslogicallywhileusingdifferentlanguagefunctionstryingtoreadthe mapping.Whentheyaredone,theytakingturnsreporttheirreadingofthemappingwhileother groupslisten,compare,comment,andafterthatgivetheirversion.Thisactivitytargetedathigher levelsstudents,thegapthatisexpectedtoprompttheneedtospeakhereisthepossibledifferent opinionsonthevariousaspectsofthetopicastheybelieveintheirowngroupsandamongthe groups. Procedures: 1. Teacherdividestheclassintogroupsof35; 2. Eachgroupishandedamappingofideasonagiventopic,e.g. ` Changingaspectsthenandnow? Breadwinner Normsandvalues Familymembersroles Familymembersrelationship Familytypes Extendedfamily Nuclearfamily

Childrensrights

Parentsauthority

 Conflictsofinterest Generationgap Compromise 3. Intheirrespectivegroups,studentsdiscussthemappingastohowbesttoorganizetheideas, doingwhichtheywillemploydifferentlanguagefunctions; 4. Whentheyaredone,theytakingturnsreporttheirreadingofthemappingwhileother groupslisten,compare,comment,andafterthatgivetheirversion. MaRBle(MakeStudentsReadtheTable) ShortDescription:Studentsarrangejumbledwordsintoquestionsthattheythenasktheirchosen friendstoanswerusingrelevantinformationgiveninphrasedideasinatablethattheyhavetomakeup intofullutterances. Procedures: 1. Teacherpreparesatableofphrasedideasonatopic;heorshesticksitonthewhiteboard,e.g. Angelica Inherchildhood smallgirl shy nothavemanyfriends playwithdollsalot spendlonghoursplaying 2. Teacherthenhandstosomestudentscardscontainingjumbledwordstobearrangedinto questionsaddressedtochosenstudents,e.g. Now biggirl talkative haveagoodcircleoffriends hangoutwithfriends spendmorehoursstudying

Shiren, whatyoutellcanmeAngelicas physical appearancenow and then about?) c.Heorshenextasksonestudentwithacardatatimetomakeupthequestionfromthewords availableandaddressittothechosenstudent;thechosenstudentanswersthequestionreadingthe necessaryinformationinthetablerelating,comparing,orexplainingtherelevantpointsnowinfull utterances. SWePT(SayWhatthePictureTells)

ShortDescription:Takingturns,studentssaywhathappensinagivensetofpictureseachwithkey wordstobedevelopedintocompleteideas.Thisisdoneinsuchawaythatthefirststudentbeginning withthefirstpicturesayswhatthepicturetellsusingtheavailablekeywordsheorshehastocomplete intoafullutterance.Thiscontinuestothesecondstudentwhofirsthastorepeatthefirststudentsidea andthenhisorherscombiningusingappropriateconjunctions,transitionalmarkers,orconjunctive adverbs.Thisgoesonthiswaytillitcomestothelaststudenttogiveacompletestory. Procedures: a. Teachersticksontheboardasequenceofpicturesthatcandescribeanevent,aninstruction,a process,etc.,e.g., ? ? ? ? ?

2. mancome womanappear; manintroduce;womanallowinetc. 3. greet showID;taxofficer a. Teachergivesstudentssometimetothinkofwhatallthepicturessay; b. Teacherasksonestudenttobeginwiththefirstpicture;heorshesayswhatthepicturetells makingacompleteideaorutteranceupfromthegivenkeywords,addingotherwordsor modifiersasnecessary; c. Teachermovesonwiththesecondstudent;heorshehastorepeatfirstthefirststudents ideanotnecessarytobeexactlythesame,butrather,relativelysimilar;thenheorshemakes uphisorherownideaofthesecondpicture,utilizingthesamestrategy; d. Thiscontinuestillitcomestothelaststudenttotellthecompletestory. LISTENANDSAY! Level:Anylevel Description:Studentsworkingroupsandcompeteinarrangingjumbledwordsintocorrectsentences. Duringthisactivity,studentsarenotallowedtowrite. Procedures: 1. Tdividestheclassintogroupsof47(dependsonthenumberofstudents) 2. Eachmember(onebyone)shouldcometoteachertomemorizethewordsgivenbyher/him.One memberwillhave12differentword(s)tomemorize 3. Aftereachmemberhastheword(s),she/hehastocomebacktoher/hisgrouptosaytheword(s) 4. Thegroupscollecttheword(s)fromthemembersandarrangethemintocorrectsentences 5. Whenthegroupknowstheanswer,theyraisetheirflagstosaythecorrectsentences 6. Theygetpointswhentheymakecorrectsentences GETTHEMTOSPEAK Thisisatechniqueofteachingstudentstospeak,nomatterwhomthestudentsareandwhatthe grammarisbutitissetupintoatopicbasedpackageofquestions.Yessameoldtechniquedrillbut theresultisnothingcompared.FromzeroEnglishstudentstoactivestudentsinshorttimewithgood pronunciationistheresultofthistechnique(ofcourse,teacherplaysimportantrolehere) Shortdescription1:SshaveaUsittingarrangement.Teachersaysaquestionloudlyandstudents repeatonebyonethentogether.Tasksonesudentandanswersspontaneouslybythehelpofteacher, andhestartsaskinghisfriendsittingnexttohim/hersamequestionandanswers.Theanswerstoeach questionareaccumulatedtobeashortparagraphtoberetoldlaterorally

ShortDescription2:Ssworkinpairsittingfacetofaceandteachergivesapackageofquestions. Studentsreadallquestionsloudlytheneachgroupstartsaskingandansweringquestionsbythehelpof teacher.Allanswersareaccumulatedtoberetoldorally. Procedures: 1. Treadsquestion1thenssrepeat. 2. Tasksasudentquestion1thenheanswers. 3. Staskshisfriendsittingnexttohimquestion1thenanswers. 4. Tasksquestion2thenquestion3sisdothesamething. 5. Treviewsquestions1,2,3. 6. Tasksquestions4,5,6thenreviews 7. Tasksquestions7,8,9,10thenreviews 8. Treviewsquestions1to10severaltimes 9. Tcombinesalltheanswerstobecomeashortparagraphforthestudentstoretell. JUNIORFREECONVERSATION Content 1. MyPersonalInformation24 2. MyFriend8 3. MyFamily10 4. MyHouse16 5. Myschool13 6. MyHair11 7. MyEars9 8. MyEyes10 9. MyNose11 10. MyMouth10 11. MyTongue9 12. MyTeeth11 13. MyHands12 14. MyLegs11 15. MyDailyActivities11 1.MyPersonalInformation 1. Goodmorning/afternoon/evening 2. Howdoyoudo/howareyou? 3. Whatsyourname? 4. Howdoyouspellyourname? 5. Nicetomeet/seeyou? 6. Wheredoyoulive? 7. Wheredoyoucomefrom? 8. Howoldareyou? 9. Areastudent? 10. Wheredoyougotoschool? 11. Whatgradeareyouinnow? 12. Wherewereyouborn? 13. Whenwereyouborn? 14. WheredoyoustudyEnglish? 15. Whatsyourfavoritecolor? 16. Whatsyouhobby? 17. Doyouhaveanyphonenumber? 18. Whatsyourphonenumber? 19. Areyoutall?

20. Howtallareyou? Summary:Hello!Goodmorning/afternoon/evening.Iwanttointroducemyself.My names..Its..(spell).Im.yearsold.Iliveat(completeaddress).Icomefrom.Ima studentof.elementaryschoolingradenow.Iwasbornin..(place)in(year).NowIstudy EnglishatSweetEnglishschool.Myfavoritecolorisandmyhobbyis.Myphonenumberis Im1.23mstall.Thankyou. 2.MyFriend 1. doyouanyhavefriends 2. howmanyfriendsdoyouhave 3. howmanyclosedfriendsdoyouhave 4. whataretheirnames 5. aretheykind 6. aretheybeautiful/handsome 7. whatdoyouusuallydowithyourfriends 8. doyoulikethem Summary:NowIwanttotellyouaboutmyfriends.IvemanyfriendsbutIve2closedfriends.Their namesareandTheyarekindandbeautiful/handsome.Isometimesplayanddohomeworktogether. Ilikethemverymuch. 3.MyFamily 1. howmanypeoplearethereinyourfamily 2. whoarethey 3. areyouthefirstchildinyourfamily 4. whatdoyouusuallydowithyourfamily 5. doesyourfatherwork 6. whatishe 7. doesyourmotherwork 8. whatisshe 9. howmanybrothersandsistersdoyouhave 10. whatishis/hername,theirnames 11. doyourparentsalwayshelpyouwithyourhomework 12. doyouloveyourfamily Summary:NowIwanttotellyouaboutmyfamily.Thereare.peopleinmyfamily.Theyareme, mother,father,.brothersand..sisters.Imthefirstchildinmyfamily.IusuallychatandwatchTV withthemtogether.Myfatheris.andmymotherisMybrothersnameis.Heis.years old,andmysistersnameisSheis..yearsold.Theyalways/sometimeshelpmewithmy homework.Ilovemyfamilyverymuch. 4.MyHouse 1. doyouhavehouse 2. isitbig 3. isitsmall 4. whatcolorisit 5. whatkindofhouseisit 6. howmanyroomsdoesyourhousehave 7. canyoumentionthemonebyone 8. wheredoyousleep 9. wheredoyoutakeashower 10. wheredoyoueat

11. 12. 13. 14. 15. 16.

wheredoyouwatchTV wheredoyoustudy wheredoyoupray wheredoesyourmothercook wheredoesyourfatherparkhiscar howdoyoukeepyourhouseclean

Summary:NowIwanttotellyouaboutmyhouse.Thisismyhouse.Myhouseisbig.Itsaone/two storyhousewithwhiteyellow,andbluecolor.Myhousehasrooms.Theyare3bedrooms,2 bathrooms,1familyroom,1dinningroom,1kitchenand1garage.Isleepinthebedroom,Itakea showerinthebathroom,IwatchTVinthefamilyroom,Ieatinthedinningroom,mymothercooksin thekitchenandmyfatherparkshiscarinthegarage.SoIhavetokeepmyhousecleanbysweeping andmoppingiteveryday 5. MySchool 1. areyouanelementaryschoolstudent 2. whatsyourschoolsname 3. isitnearyourhouse 4. isitfarfromyourhouse 5. howdoyougotoschool 6. isyourschoolbuildingbig 7. isyourschoolbuildingsmall 8. whoisyourclassteacher 9. whatsyourfavoritesubject 10. whatdoyoubringtoschool 11. doyoubringfoodanddrinktoschool 12. canyoueatanddrinkintheclassroom 13. iseatinganddrinkingintheclassroomgood Summary:NowIwanttotellyouaboutmyschool.MyschoolsnameisItsfarfrom(near)myhouse soIgotoschoolbycar(becak..).Myschoolbuildingisbigandspacious.Myclassteacheris Mr/Mrs.Myfavoritesubjectis..Ibringschoolbagfullofbooksandschoolutensilssuchaspencils, pens,erasers,andsharpener.SometimesIbringfoodanddrinktoschoolbutIcannoteatanddrinkin theclassroomwhilestudying. 6. MyHair 1. wheresyourhair 2. whatcolorisyourhair 3. isyourhairstraight 4. isyourhairwavy 5. isyourhaircurly 6. isyourhairkinky 7. isyourhairlong 8. isyourhairshort 9. doyoulookgoodandbeautifulwithyourhair 10. doyoulookgoodandbeautifulwithoutyourhair 11. howdoyoutakegoodcareofyourhair Summary:NowIwanttotellyouaboutmyhair.Thisismyhair.Myhairisnotstraight,curly,andkinky butmyhairiswavy.Myhairisnotlongbutmyhairisshot.Ilookgoodandbeautiful/handsomewithmy hairbutIlookuglywithoutmyhairsoIhavetotakegoodcareofmyhairbywashingmyhair3timesa weekandIcombiteveryday.

7. MyEars 1. Whereareyourears 2. Howmanyearsdoyouhave 3. Howmanyearsdoeseverybodyhave 4. Whereisyourrightear 5. Whereisyourleftear 6. Whatareearsfor 7. Canyouhearsomethingwithoutears 8. Canyoulistentothemusicwithoutears 9. Howdoyoutakegoodcareofyourears Summary:NowIwanttotellyouaboutmyears.Thesearemyears.Ihave2ears.Everybodyhas2ears. Thisismyrightear.Thisismyleftear.Earsareforhearingsomethingandlisteningtothemusic.Ican nothearanythingandlistentothemusicwithoutears.SoIhavetotakegoodcareofmyearsby cleaningthemwithcottonbudatleastonceaweek. 8. MyEyes 1. whereareyoureyes 2. howmanyeyesdoyouhave 3. howmanyeyesdoeseverybodyhave 4. whereisyourrighteye 5. whereisyourlefteyes 6. whatareeyesfor 7. canyouseesomethingwithouteyes 8. canyoureadbookswithouteyes 9. canyouwatchTVwithouteyes 10. howdoyoutakegoodcareofyoureyes Summary:NowIwanttotellyouaboutmyeyes.Thesearemyeyes.Ihave2eyes.Everybodyhas2 eyes.Thisismyrighteye.Thisismylefteye.Eyesareforseeingsomething,readingbooksandwatching TV.Icannotseeanything,readbooksandwatchTVwithouteyes.SoIhavetotakegoodcareofmy eyesbygivingthemaneyedropsandwearingsunglasses. 9. MyNose 1. whereisyournose 2. howmanynosesdoyouhave 3. howmanynosesdoeseverybodyhave 4. isyournosepointed 5. isyournosepug 6. isyournosebig 7. isyournosesmall 8. whatisnosefor 9. canyousmellsomethingwithoutnose 10. canyoubreatheproperlywithoutnose 11. howdoyoutakegoodcareofyournose Summary:NowIwanttotellyouaboutmynose.Thisismynose.Ihave1nose.Everybodyhas1nose. Mynoseisnotpugbutmynoseispointed.Mynoseisnotbigbutmynoseissmall.Noseisforsmelling somethingandbreathing.Icannotsmellanythingandbreatheproperlywithoutnose.SoIhavetotake goodcareofmynosebywashingthenostrilswithwatereveryday. 10.MyMouth 1. Whereisyourmouth 2. Howmanymouthdoyouhave

3. 4. 5. 6. 7. 8. 9. 10.

Howmanymouthdoeseverybodyhave Isyourmouthbig Isyourmouthsmall Ismouthveryimportantforus Canyoueathamburgerwithoutmouth CanyouspeakEnglishwithoutmouth Canyouwhistlelikeabirdwithoutmouth Howdoyoukeepyourmouthfresh

Summary:NowIwanttotellyouaboutmymouth.Thisismymouth.Ihave1mouth.Everybodyhas1 mouth.Mymouthisnotbigbutmymouthissmall.Mouthisveryimportantforme.Mouthisforeating, speakingandwhistling.Icannoteathamburger,speakEnglishandwhistlelikeabird.SoIhavetokeep mymouthfreshbygurglingwithwatereverydayorchewingbubblegum. 11. 1. 2. 3. 4. 5. 6. 7. 8. 9. MyTongue Whereisyourtongue Howmanytonguesdoyouhave Howmanytonguesdoeseverybodyhave Istongueveryimportantforus Whatistonguefor Canyoutastefoodwithouttongue Canyouspeakproperlywithouttongue Canyoueatproperlywithouttongue Howdoyoutakegoodcareofyourtongue

Summary: NowIwanttotellyouaboutmytongue.Thisismytongue.Ihave1tongue.Everybodyhas1tongue. Tongueisveryimportantforus.Tongueisfortastingfood,speakingproperlyandeatingproperly.Ican nottastefood,speakproperlyandeatproperly.SoIhavetotakegoodcareofmytonguebynot drinkingtoomuchhotwaterandeatingtoomuchhotfood. 12. MyTeeth 13. Whereareyourteeth 14. Areyourteethwhiteandclean 15. Areyourteethdirtyandyellow 16. Doyoubrushyourteetheveryday 17. Areteethveryimportantforus 18. Whatareteethfor 19. Canyoueatproperlywithoutteeth 20. Canyoubiteapplewithoutteeth 21. Canyouchewbubblegumwithoutteeth 22. Haveyouevergottoothache 23. Howdoyoutakegoodcareofyourteeth Summary: NowIwanttotellyouaboutmyteeth.Thesearemyteeth.Myteetharenotdirtyandyellowbutthey arewhiteandclean.Teethareveryimportantforus.Teethareforeatingproperly,bitingappleand chewingbubblegum.Icannoteatproperly,biteappleandchewbubblegumwithoutteeth.Ihaveever (never)gottoothache.SoIhavetotakegoodcareofmyteethbybrushingthemeverydayandseeing thedentistregularly.

13. Myhands 1. Whereareyourhands 2. Howmanyhandsdoyouhave 3. Howmanyhandsdoeseverybodyhave 4. Whereisyourrighthand 5. Whereisyourlefthand 6. Areyouarighthandedorlefthandedperson 7. Arehandsveryimportantforus 8. Whatarehandsfor 9. Canyouholdtheballwithouthands 10. Canyouwriteletterwithouthands 11. Canyourwavewithouthands 12. Howdoyoutakegoodcareofyourhands Summary: NowIwanttotellyouaboutmyhands.Thesearemyhands.Ihave2hands.Everybodyhas2hands.This ismyrighthand.Thisismylefthand.Imaright/lefthandedperson.Idoeverythingwithmyright/left hands.Handsareveryimportantforus.Handsareforholdingball,writinglettersandwaving.Icannot holdball,writelettersandwavewithouthands.SoIhavetotakegoodcareofmyhandsandkeepthem cleanbywashingthemwithwatereveryday. 14. MyLegs 1. Whereareyourlegs 2. Howmaylegsdoyouhave 3. Howmanylegsdoeseverybodyhave 4. Whereisyourrightleg 5. Whereisyourleftleg 6. Arelegsveryimportantforus 7. Whatarelegsfor 8. Canyouwalkwithoutlegs 9. Canyourunwithoutlegs 10. Canyoukicktheballwithoutlegs 11. Howdoyoutakegoodcareofyourlegs Summary: NowIwanttotellyouaboutmylegs.Thesearemylegs.Ihave2legs.Everybodyhas2legs,thisismy rightleg.Thisismyleftleg.Legsareveryimportantforus.Legsareforrunning,wakingandkickingthe ball.Icannotrun,walkandkicktheballwithoutlegs.SoIhavetotakegoodcareofmylegsbykeeping themcleanandwearingshoesorsandal. 15. 1. 2. 3. 4. 5. 6. 7. 8. MyDailyActivities whattimedoyouusuallywakeupinthemorning doyoualwayshavebreakfast whatdoyouhaveforbreakfast whattimedoyougotoschool howdoyougotoschool whattimedoyougohomefromschool doyoualwaystakeanapintheafternoon doyoulikewatchingTVintheafternoon

9. whatTVprogramdoyouliketowatch 10. doyoualwaysstudyintheevening 11. whattimedoyougotobad Summary: NowIwanttotellyouaboutmydailyactivities.Iusuallygetupat.. Aftergettingup,Itakeabath,pray,dressupforschoolandhavebreakfast.Ihave..forbreakfast.I gotoschoolatbyIgohomefromschoolatAfterhavinglunchIsometimestakeanap.Ilike watchingTVintheafternoon.MyfavoriteTVprogramis Igotobedatafterstudyingfortomorrowlessons. OURLIVES ShortDescription:Studentswriteaboutimportantthingsthathavehappenedtotheminthepast.In groupofthree,theycorrectthegrammarandtalkabouttheevents. Procedures: Inthefirstclass Giveeachstudenttenlabels.Forhomeworkaskthestudentstowriteonesentenceoneachlabelabout importantthingsthathavehappenedtotheminthepast.Oneachlabeltheyshouldalsowritethe monthandtheyearinwhichthatthinghappened,e.g.
September 1970 July 1972 I went by plane for the first time. March 1978 My aunt died in hospital she was 34.

I spent my first day

at school.

Inthesecondclass 1. Askthestudentstoworkinthrees.Theyaretoreadthesentencesontheothertwopeopleslabels andcorrecttheirgrammar. 2. Giveeachthreesomealargesheetofpaperandadie.Askthestudentstostickthe30labelsinthe sheetofpaperinchronologicalorder. 3. NowstudentAineachthreesomethrowsthedieandmovestothelabelthenumberfromthe chronologicalbeginningthathisorherthrowindicates.Thepersonwhoselabelitisspeaksforone minuteabouttheeventdescribedbythesentencesonthelabel. 4. NextBthrowsthedieandmovestothelabelindicated.Againtheownerofthelabeldescribesthe event,etc. 5. Ifaplayerlandsonalabelalreadydiscussed,heorshemovesontothenextundiscussedone. 6. Theactivityendswhenalltheplayershavecompletedthecourse. HEXAGONSGAME Procedures: Ifyoulookattheplayingboardimage,youwillseeablockofhexagonswithaletterineachhexagon. Thegameisplayedbetweentwoteams.Theobjectofthegameisforeachteamtomakeanunbroken linefromeitherthetoptothebottomorfromonsidetotheotherwithoutbeingblockedbytheother team.Thefirstlettertoalltheanswersstartswiththeletterineachhexagon.E.g.theyellowteam

choosestogofromtoptobottom.Theychoosetheletter"m.Theteachersayswedrinkitandit comesfromcows"Theredteamarethefirsttosaymilksotheteachercolorsthe"M"hexagoninred. Theredschoosethenextletterandsoon.Ifyoucan'tunderstandtheseinstructionsjustaskanybody whoisBritishtoexplainityouastheyareboundtohaveseentheTVprogram. Variations 1. 2. 3. 4. 5. Theteachersaystheanswerandthestudentsmustthinkofpossiblequestions. Thestudentsthemselvesthinkofthequestions. Thestudentsmustthinkofasentencethatcontainstwowordsthatbeginwiththeletter. Makephotocopiesandgetthestudentstoplayinsmallgroups. Giveeachteamatimelimittogetfromtoptobottom(45seconds).Youmustaccepttheir firstanswer.Iftheygetawronganswerblockthemwithanothercolor.Foracompetitive versiontheteamwhogetsacrossintheshortesttimewins.

PlayingBoard

1.

HEXAGONSQUESTIONS(Beginnerslevel) J&STEFLPITSTOPhttp://www.lingolex.com/jstefl.htm A Meansthesameas"over" Meansthesameas"scared" ThecapitalofthiscountryisCanberra Thefirstman Whatcomesaftermorning Theeighthmonthoftheyear Thefourthmonth Apartofthebody Pastparticipleof"eat" MountainsinFrancenearMontBlanc C Transportwith4wheelsandanengine Whereyouleaveyourcar Domesticanimalawhiteoneislucky Furnitureinthekitchenwhereyouputthings B

Averyyoungchild Theoppositeofgood Someonewithnohair Aroominthehousewhereyouwash Oppositeofafter Transportwith2wheelsandnoengine Ananimalwhichflies Theoppositeofinteresting Thepastparticipleofbreak Ashopwhereyoubuymeat Thepastparticipleofbuy D Theoppositeoflight Youstartaletterwiththisword Copenhagenisthecapitalofthis Pastparticipleofdothings

Oppositeofexpensive FoodmadefrommilkRoquefort,Brie FestivalinDecemberJesuswasborn Ittellsyouthetime Asia,Europe,Africaarethem Pastparticipleofcost Yourmother'sbrother'sdaughter Theoppositeofdirty

Theoppositeofshallow Youdothisinbed Thisiswhereyoulookupwords Theoppositeoflife Thetwelfthmonthoftheyear Pastparticipleofdrive Yougotohimwhenyouareill Roominthehousewhereyoueat ThepeopleofHolland F Fifthdayoftheweek Isabel'shusband(Spanishhistory) Oranges,pears,applesetc. Theyswimintheseaandrivers Methodofcooking Animalsimilartoadog Musicalinstrument Partofthebodywehave10 Oppositeofslow WherePeugeotaremade

E Youhave2onthesidesofyourhead Oppositeoflate Whatchickensproduce Oppositeoffull Londonisthecapitalofthiscountry Youputaletterinthisbeforeyou Oppositeofbeginning Thelanguageyouarestudyingnow AbiggreyanimalfromAfricaorIndia Oppositeofwest Youeatit

HEXAGONSQUESTIONS(Beginnerslevel) J&STEFLPITSTOPhttp://www.lingolex.com/jstefl.htm G Wineismadefromthem Animalwithalongneck Yourfather'sfather Acolormadefromblueandyellow AnalcoholicdrinkBeefeater,Larios Yourdaughter'sdaughter Acolormadefromblackandwhite Shopwhereyoubuyvegetablesandfruit AmusicalinstrumentplayedbyAndresSegovia Atypeofanimallikeamonkey Athensisthecapitalofthiscountry Bottlesaremadeofthis Pastparticipleofgive Theoppositeofboy Averyexpensivematerial I Oppositeofpossible Oppositeofout TheTajMahalisinthiscountry Violin,piano,flutearemusical_____ Avery,verysmallanimale.g.fly,spider H

Whatyouwearonyourhead Youhavetwo,eachwith5fingers Oppositeofsad Youarethiswhenyouhaven'teaten Oppositeofcold Oppositeoflow Atypeofanimalwith4legsyoucanride Aplacewhereyougotoexercise Abuildingwithroomsandagarden Oppositeofgoodbye Ifyougoonholidayyoumaystayinone Oppositeoflove

J Thefirstmonth TypeoftrousersLevi's Asweetfoodyouhaveonbread Ifyouworkyouhaveoneofthese Atypeofmartialarts

Yougivethistosomeoneifyouwantthem tocometoyourparty Frozenwater Dublinisthecapitalofthiscountry Oppositeofoutof ThebuildingwhereEskimoslive Youarethisifyouhavegotacold: oppositeofwell K AnanimalthatlivesinAustralia Assassinate Onethousandgrams Whatyouopenadoorwith WhatJapanesepeoplewear DonJuanCarlosisthispersoninSpain Pastparticipleofknow Themiddlepartofyourleg Aroomwhereyoucook Whatyoucutthingswith Pastparticipleofkeep Onethousandmeters

Thesixthmonth Anotherwordforsweater Theseventhmonth Ashortcoat Wheresnakesetc.live Atypeofmusic Tokyoisthecapitalofthiscountry

L Meatfromsheep Oppositeoffirst Oppositeofearly Anoldlanguagethatnoonespeaks. Pastparticipleoflose Someonewhodoesn'tworkhardisthis Oppositeofright Ifyoudidn'thavetheseyoucouldn'twalk Oppositeofdark Whereyoucanborrowbooksfrom French,Spanish,Esperantoetc. Oppositeof"alot"

HEXAGONSQUESTIONS(Beginnerslevel) J&STEFLPITSTOPhttp://www.lingolex.com/jstefl.htm M Femalepopsinger Sheisyourfather'swife Averylongrunningrace Thethirdmonth Youdoitinchurch BigcityinthesouthofFrance Youlightcigaretteswiththem Thefifthmonth Chicken,pork,lamb,velaetc. Itcomesfromcows Youcanseeyourselfinit Notless O CapitalofNorway Oppositeofunder Oppositeofin Thefirst Heart,liver,lungs,kidneys Bigsmall,richpoor,cheapexpensive Notclosed N Notwide Betweentheheadandshoulders Threetimesthree Osloisthecapital Theeleventhmonth Oppositeofalways Religiouswoman Yousmellwithit 6,7,2,9,13etc. Theyworkinhospitals Atypeofsyntheticfiber John,Peter,Susan,Maryetc. P Youweartheminbed Oppositeofpull Youngdog Thesexpistols,thedamned,stifflittlefingers. Mr.Clintonisone. Someonewhoisneverlateisthis Oppositeofpush

Vegetable Thesmallestnumber Oppositeofyoung Placewhereasecretaryworks It'sblackandpetrolismadefromit Q Notslow Oppositeofanswer ElizabeththeSecond Todivideinto4equalparts Fourfootedanimal Amount Youfindthismineralinwatches Shapedlikeacircle Notnoisy Generalknowledgetest ProtagonistinCervantesnovel

Todistributeabook Placewhereyoudrinkalcohol Youputyourfoodonit EasternEuropeancountry LeaderoftheCatholicchurch R Aflower Itheatsthehouse Youlistentoit Thecolorofblood Tosavesomeonefromdanger Aplacewheresomeonecooksforyou Foodsmallwhitegrains Notcommon Moscowisitscapital Tosayagain Ashape

HEXAGONSQUESTIONS(Beginnerslevel) J&STEFLPITSTOPhttp://www.lingolex.com/jstefl.htm S Sixthdayoftheweek Youputitonyourfood Typeoffishyoucanbuyinatin Thereisalotofitatthebeach Musicalinstrument Denmark,Norway,Swedenetc. Whereyougotolearn CountryinBritain Afterthefirst Smallunitoftime Thesundoesit Bigboat It'swhiteandcold U CountryinSouthAmerica Oppositeofover ThenameofthemetroinLondon Takeyourclothesoff Withoutajob Oppositeofdown Perfectstate Placewhereyoulearn T Animalofthecatfamily Personwhomakesclothes Oppositeofshort Watercomesoutofthem Youdoitwiththetongue Acarthattakesyouwhereyouwant Hammer,saw,spanneretc. ApopularEnglishdrink Youusethemtoeatwith Agameplayedwith2peopleandaball Afinger Partoftheleg Abignumber V Youdothisatanelection CountryinSouthAmerica Aplanet Fearofheights Musicalinstruments Sixthsignofthezodiac Strongalcoholicdrink Hotgeologicalphenomena

Youuseitwhenit'sraining Oppositeofbeautiful Notorganized

Unitofelectricalforce WayofcopyingT.V.programs Words Onion,carrot,potatoetc. Give,take,walk,speak,drinketc. Y

W When2countriesfighteachother Youlookatitwhenyouwantto knowthetime Ceremonywhenamanandawomanget married CountryinBritain Sevendays Abicyclehasgot2 Strongalcoholicdrink Movementofair Coldseason Pastparticipleofwrite Oppositeoflose Notcold Z Placewhereyouseeanimals Nothingornaught AtypeofBuddhism AtribefromSouthAfrica OPPOSITEADJECTIVEBINGO

Acolor 365days Oppositeofno Oppositeofold Secondpersonpronoun Thedaybefore Afoodmadewithmilk Ayoungpersonwhoisveryrich ThemoneyinJapan Hindusystemofmeditation

Blackandwhiteanimal Everypairoftrousershasone Thelastletterofthealphabet Whenthesunisatthehighestpointinthesky

ShortDescription:Eachstudentisgivenabingocardwithadjectivesonitandmarkerstocoverthe words(papersquares,beans,etc).Thentheteachercallsoutanadjectiveandthestudentsaretolook forandcoverupthatadjectivesopposite.Thisactivityistocheckstudentsunderstandingofadjective anditsopposite. Procedures: 1. Tgiveseachstudentabingocardandmarkerstocoverthewords(papersquares,beans,etc).T explainsthatwhenhe/shecallsoutanadjective,studentsaretolookforandcoverupthat adjectivesopposite.Forexample,ifyoucallouthard,thestudentscoverupsoft. 2. Thefirstpersonwhocoversfiveadjectivesinarowisthewinner.Checktheanswers.Ifthestudent hasmadeamistake,continuethegame. PASSITON Shortdescription:Tsendsfivestudentsoutandcallsthembackoneatatime.Ttellsashortstorytothe firststudentandthen,whenthesecondstudentcomesin,thefirststudentwilltellhim/herwhatthe teacherhassaid.Continueuntiltheygettothefifthstudent.

Procedures: 1. Tsendsfivestudentsoutandthecallsthembackoneatatime.Ttellsashortstorytothefirst student.Havingfinishedtellingthestorytheteachercallsthesecondstudent.Thenthefirststudent tellsthesecondstudentthestorythathe/shejustlistenedto.Itgoesonuntilthefifthstudent. 2. Theclass(andtheteacher)willjudgehowwellthestorygotpassedalong. 3. Toplayagain,teachershouldselectfivedifferentstudentsandadifferentstorytopassalong. WALLREADING ShortDescription:Studentsaretoreadnewspapercutouts,completenewscutouts,stuckonthe classroomwalls.Theyaretomatchthelistoftopicstheyhavebystickingonepieceoftopicunderits relatednewspapercutouts.Thegroupfinishingthefastwiththecorrecttopicwins. Purpose:Enablingthestudentsspeedreadingbydecidingthetopicofareadingpassage Procedures: 1. Tdividestheclassintogroupsofthreestudents.Eachgroupisgivenasetoftopicsrelatedwith thenewspapercutouts.(25setoftopics:fiveofwhichhavenocorrespondingcutouts).Every setofthetopichasdifferentcolor.Forexample: GroupAhasgreencolorfortheirsetoftopics. 2. Tsticks20newspapercutoutsonthewallsaroundtheclass. 3. Letthegroupfindthematchingnewspapercutoutswiththetopictheyhave.Onetopicunder onecutout.Thegroupmuststickthetopicunderitscorrespondingnewspapercutout. 4. Tallocatesaround7minutesforgoingaroundreadingthe20newspapercutoutsandsticking eachtopicunderitscorrespondingnews. 5. Thegroupfinishesthefirstwiththemostcorrectswins. REPORTINGPHOTO ShortDescription:Studentsaretodescribephotostakenfromnewspaper.Thephotosarestuckonthe classroomwalls.Theyaretomatchthedescriptionsofthephotostheyhavebystickingonepieceof descriptionunderitsrelatedphoto.Thedescriptionmustmatchthephoto.Thegroupfinishingthefast withthecorrectdescriptionwins. Purpose:Enablingthestudentsspeedreadingbymatchingaphotowithitsdescription Procedures: 1. Tdividestheclassintogroupsofthreestudents.Eachgroupisgivenasetofdescriptionofphotos. (25ofdescription:fiveofwhichhavenocorrespondingphotos).Everysetofthedescriptionhas differentcolor.Forexample: GroupAhasgreencolorfortheirsetofdescription. Tsticks20newspaperphotosonthewallsaroundtheclass. 2. Letthegroupfindthematchingnewspaperphotoswiththedescriptiontheyhave.Onedescription underonephoto.Thegroupmuststickthedescriptionunderitscorrespondingnewspaperphotos. 3. Tallocates5minutesforstickingactivity. 4. Thegroupfinishesthefirstwiththemostcorrectswins. 5. Forassessment,Tputssomepicturesontheboardandasksstudentstodescribethephotoasif theywerethephotographertakingthepicture.

FREEZEGAME SuitableforETSs Purpose:toreviewthepastcontinuousi.e."Theywereplayingbasketball". Preparation:Eitherhavecardswithactionwordsready,oruseyourtextbooktopointtotheactions theyhavestudiedintheirbook. Method:

1. Dividetheclassintotwoteams. 2. Createaspacewhereoneteamcansitinchairstogetherandtheotherteamcanstandupwithout tablesintheway. 3. Haveoneteamsitdownandclosetheireyes,orfacethewall. 4. Monitorthateyeclosed/nopeekingrule,perhapsdeductpointsforpeeking. 5. Showtheotherteamanactionverblike"playingbasketball". 6. ThatteamsilentlyactsouttheactionuntilyousayFREEZE. 7. WhenyousayFREEZEeverymemberoftheteamfreezestheircurrentactionandholdsit. 8. Teamonecannowopentheireyesandseethefrozenactors. 9. EachstudentfromtheseatedteamtakesaguessattowhatTeam2wasdoing. 1. "Wassheplayingtennis?" 2. HINT:Guessingshouldbefairlyswift,poorteamoneispatientlyfrozen,remember. 10. Asuccessfulguessgivesthemonepoint. 11. Afterallstudentsguessonce,pointornopoint,playproceedstothenextteam. 12. Gameendsatteacher'sdiscretion. TIPS:Togetthegamegoingatagoodpace,usesimplesentenceslike"Shewaseating".Oncethekids areintoit,increasethelevelofdifficultybyaddingobjects(notphysicalobjects)tothesentences.ex. "Shewaseatingspaghetti". MILLDRILLS Amilldrillisaninteractivewayofdrillingnewlypresentedlanguage,usingcardswithpictureorword promptsononeorbothsides.Itfulfilsthefunctionofrepetitionandsubstitutiondrills.Asthename suggests,thestudentsstandupandmill(circulate)aroundtheclass,interactingwithseveralpartners. Itisalsoanidealwayofprovidingcontrolledpracticeofanewstructureorfunctionafterinitial presentation,becauseitgivesstudentstheopportunitytorepeatthesamelanguagewithseveral differentpartners. Procedures: 1. Photocopytheworksheetandthecardspreparedbytheteacher.Thecardsmaycontainpromptson onesideorbothsides. 2. Cutoutthecardsasindicated.Withalargeclass,dividetheclassintogroupsandmakeonecopyof theworksheetforeachgroup. 3. Giveeachstudentacard. 4. Explainthatthestudentswillpracticethelanguagestructureorfunctionaccordingtotheprompton thecard. 5. Showthestudentshowtoholdtheircards.Thisisimportantbecausedoublesizedcardsmustbe heldinsuchawaythatwhenstudentsaretalkingtoapartner,theyarebothabletoseeeach otherscards. 6. Chooseaconfidentorextrovertstudenttodemonstratetheactivitywithyou. 7. Askallthestudentstostandupandgoroundtheclassorgroup,repeatingthelanguagestructureor functionwithasmanydifferentpartnersaspossible,andusingtheircardsasprompts. Note:Somemilldrillshavetwostagesinvolvingeitherturningthecardsround,orexchangingcardswith anotherstudent,sothatthestudentsgettheopportunitytomakenewresponses.Inthesemilldrillstell thestudentsthattheyshouldstoptalkingwhenyouclapyourhandsandcontinueoncetheyhavemade thenecessarychanges. PAIRFORMING Pairformingisawayofputtingstudentsintopairsforanotheractivity. Procedures:

1. 2. 3. 4.

Prepareasetofcardsoftwoidenticalpicturesforeachpairofstudentsintheclass. Shufflethecardsandgivethemouttothestudents. Tellthestudentsnottoshowtheircardstoanyoneelse. Askstudentstostandupandgoaroundtheclass,askingandansweringquestionsabouttheir picturesuntiltheyfindthestudentwhohastheidenticalpicture.

PELMANISM Pelmanismisamatchinggamecarriedoutinpairsorgroups. Procedures: 1. Makeonesetofcards(containingpictures)foreachpairorsmallgroupofstudentsandgiveeach groupthecardsandanequalnumberofblankcards. 2. Forexample,ifthereare12picturecards,givethegroup12blankcards. 3. Askthestudentstowriteasentenceoneachblankcardtomatchapicturecard.Forexample: Itisakoala 4. Whentheyhavedone,askthestudentstospreadoutthepicturesfacedown,andspreadoutthe sentencesfacedown,separatelyfromthepictures. 5. Askthestudentstotakeitinturnstoturnoveronepicturecardandonesentence.Ifthetwocards match,thestudentcankeepthem,andplayagain.Iftheydonotmatch,thestudentturnsthem backover,andthenextplayerrepeatstheprocedure. 6. Thegamecontinuesthiswayuntiltheallthecardshavebeenusedup.Thewinneristhestudent withthemostcards. WORDSEARCH Thisactivitycanbedonetointroducethetargetwords.Studentscandoitinpairsoringroups.Tomake itmorechallenging,theteachercanaskthestudentstocompete.Inthisactivity,studentshavetofind thetargetwordsinthewordsearchpuzzle.Whentheyfindaword,theycircleorcrossit.Wordscan appearvertically,horizontally,diagonally,orevenbackwardsamongotherrandomlyputletters. Procedures: Preparewordsearchpuzzlepostcards(asmanyasthenumberofpairs/groups),bigenoughtoberead attachedontheboardandclues(definitions,synonyms,orantonymsofthetargetwords)onseparated pieceofpaper. DRILLINGTECHNIQUE ShortDescription:Afterexplainingtheexpressionsusedinthelesson,theteachercandrillthe expressionsusingthisdifferenttechniqueofdrillingthatpromotesSSinteraction. Procedures: 1. Tdividestheclassintogroupsof4or5. 2. Tasksstudentsineachgrouptoputfouritemsoftheirbelongings(pen,pencil,etc)inthemiddle. 3. Ttellseachstudentinthegroupstosayoneexpressiontaughteverytimehe/shetakesoneitem fromthepile.Thestudentscanstilllookatthebookorthewhiteboardincasetheyforgetthe expressions. 4. Aftereverybodyhasgothis/heritemsback,thegroupcanstartagainfromthebeginningwithout lookingatthebookorthewhiteboard.Encouragethestudentstostatedifferentexpressionsfrom thepreviousones.

GIVINGADVICE Shortdescription:Thisisacombinationofwritingandspeakingactivity.Thiscanbedoneasthe assessmentorthepostactivity.Thistechniquecanbeusedtoteachshouldorverbofurgency. Procedures: 1. Tdividestheclassintogroupsof4or5. 2. Tasksthestudentstowritetheirownproblemonasheetofpaperinturns. Forexample: Fariz:IalwaysgetbadscoreinmathematicsbecauseIneverlikeit.WhatshouldIdo? 3. Afterallgroupsfinishwriting,Ttakesthepaperandexchangesthem. 4. Tasksthestudentstodiscusstheproblemandtogiveadvicetotheirfriends 5. Aftertenminutes,eachmemberofthegroupreadstheadvice. INVITINGGAMES ShortDescription:Thisactivityiseffectivewhentheclassisnotthatbig.Itcanbedoneasacompetition. Procedure: 1. TdividesSinto2groups(GroupAandGroupB)andaskthemtositintworowsfacingeach other. 2. TdistributesacardwhichiswrittenRefuseorAcceptonittoeachstudentingroupA.Ask themnottoshowthecardstogroupB.PutonlyoneAcceptcardsinonesetofcards. Forexample:TaskseachstudentingroupBtochooseonestudentfromgroupAandtoinvite himorhertodosomething.IfthestudentfromgroupAsayyesinthefirstturn,thengroupB getscoreof100.Ifitsinthesecondturnthentheyget90,inthethirdturntheyget80,etc. 3. AftergroupAgetstheYesanswerfromgroupB,thenthecardsgotogroup C. Thegamestartsagainfromthebeginning. 4. Thewinneristhegroupwiththehigherscore. TELEPHONEROLEPLAYS SpeakingEnglishonthetelephoneisdifficultforlearnersformanyreasonsandevenhighlevelstudents oftenfeeluncomfortablewiththeunpredictabilityoftelephoneconversations.Theserolecardspresent aseriesofsimplesituationsforpreintermediateandintermediatelevellearners,workinginpairs.They couldalsobeusedforhigherlevels,whoshouldbeencouragedtoelaborateontheconversationsand makethemmorenatural. Thesecardscanbeexploitedaspracticeafterlookingattelephonelanguage,asaspontaneousspeaking exercise,orasadiagnosticforyoutoseewhatyourlearnersneedknow. Preparation 1. Ifyouareusingthesecardsaspractice,youwillneedtohavepreparedyourstudentswithsome commontelephoneexpressions 2. Beforetheclass,prepareenoughphotocopiesoftherolecardsforeachpairoflearnerstotryeach roleplaysituationthereare10inall. Procedure 1. Putthelearnersintopairs.

2. Ifyoucan,organisepairsofchairsbacktoback.Ifnot,asklearnerstostandbacktoback.This meanstheycannotseetheirpartners'facesorgestures. 3. Handoutpairsofrolecards,e.g.1aand1b,toeachpair.Demonstrateonesituationwithtwo volunteersifyouwish. 4. Askyourlearnerstoroleplayeachsituation.Astheyfinishonesituation,takethecardsbackand givethemanother.Don'tworryifsomepairsfinishquicklysomesituationsareshorterthanothers. 5. Keepthisrollingroleplaygoingaslongasyouwish.Monitorandnotemistakesorinteresting languagefordiscussionafterwardsifyoucan. THESECRETCODEGAME Thisisanicebreaker/warmerforthefirsttimeaclassmeets.Itissuitableforallagesandlevels.It shouldtake1525minutes. Preparation Youwillneedlollipops,sweetswithwrappersorslipsofpaper.Priortothelessonwriteasecret message(thecodeisdescribedbelow)onthewrappersorlollipopsoranothertypeofsweet.Youmay alsowriteoutthesecretmessagesonslipsofpaperthatarefoldedintovariousshapes. Procedure 1. Greetandwelcomestudentstotheirfirstlesson. 2. Tellthemyou'llplaygamecalled"Hiddenmessage".Youcanalsotellthem,iftheyareyoung learners,thatyouwillbeplayingagamecalled"Spies". 3. Then,iftheclassislowerlevel,elicitthealphabetandwriteit 4. Ontheboard. 5. Giveoutthesweetsorlollipopswrappedwiththeslipsofpaper.Thispaperwillhaveahidden messagewhichwillhavetobeworkedoutbystudentsiftheywanttoeattheirsweetsorlollipops. Tellstudentsthateachletterusedrepresentsthepreviousletterinthealphabet(Note:Zcomes beforeA).YoucandemonstratebywritingIJontheboardandyoushouldhavespelledoutHI". 6. Oncestudentsunderstand,allowthemtwominutestoworkouttheirmessagesindividually.The firstonetofindoutthehiddenmessageshouldreaditouttotherestoftheclassandcarryoutthe instructionsonit.Seeexamplebelow: TBZZPVSOBNFUBMLBCPVUZPVSIPMJEBZT (Decoded:"Sayyourname.Talkaboutyourholidays") 7. Continuearoundtheclassuntileveryonehasdecipheredtheirmessages.Givehelpasneeded. Whyitworks Thisgamehelpsstudentslearneachother'snamesandbuildsasenseofcommunityatthe beginningoftheschoolyear.Italsohelpsstudentsdeveloptheirfluencyandtruly"breakstheice"if studentshavejustcomebackfromabreakorarejuststartingtheirstudies. Thiscreativeclassroomaidisusableinmultilevel,largeclasseswithlimitedresourcesaswellas adaptableforelementaryclassroomstoo.

Variations Higherlevelstudentscanbegivenhiddenmessageswhichreviewfunctionssuchascomplaints, apologies,etc.Teachersmayincludeanytopicstheywantstudentstotalkaboutsuchashobbies, family,animalsandsoon.

Followup Oncetheyhavefinishedgettingtoknoweachother,theymaywriteashortparagraphaboutwhatthey learntabouttheirpalsasahomeworktask... STAGEDROLEPLAY Thisisaseriesofengagingroleplaysbasedontheconceptofthegapyear/aroundtheworldtrip.The activitiesmotivatethestudentstopersuadeandargueinalightheartedmanner.Thereareaseriesof fivesmallroleplaysandthisactivityworksbestwithintermediatestudents. Preparation Downloadandmakecopiesoftheroleplaycards.You'llneedonesetforeachgroupofthreestudents. Youmightliketopreteachsomestructuresforexpressingandaskingforopinions. Roleplaycards>>53k Procedure 1. Elicitorexplaintheconceptofagapyear(betweenuniversityandschool)andaskstudents whatthey'dliketodoiftheyhadafreeyear. 2. Elicittravellingandhangupalargemapoftheworld. 3. Tellthestudentstheyhavearoundtheworldairticketvalidforayearandtheyaregoingtogo onanimaginarytouraroundtheworldwithtwofriends. 4. Putthestudentsintogroupsofthree. 5. Hangworldmapontheboard(oraglobe)andaskeachgrouptodiscusswherethey'dliketogo. 6. Getthestudentsintheirgroupstothinkaboutanyproblemsthatmightoccurwithsuchatrip. Forexample;language,argumentsoveraccommodation,wheretogoetc. 7. Tellthestudentstheyarenowinthecountrytheychoseandtheyhavetoactouttheirrolesas describedinthecuecards. 8. Giveyourstudentsaminutetoreadtheircuecardsandthentakethemin.Thestudentsthen carryoutroleplay1.Listenandmakenotesofanyvocabularyorpronunciationproblems. 9. Doplenaryfeedbackwitheachgrouptoseeiftheystayedinanexpensiveorcheaphoteletc. 10. Dotheotherroleplayswithquickfeedbackfromeachgroupandalittleworkonanylanguage problemstheyhavehadeachtime. THECOOKINGTEST Thisiswritingandspeakingactivitythatisalotoffunforstudents.Ithelpsthemtopractisefoodand cookingrelatedvocabularyaswellashowtogiveinstructions. Preparation Yourstudentswillneedtoknowvocabularyassociatedwithfoodandcooking.Itisagoodideatoteach themwordsforcookingutensilstoo(e.g.saucepan,knife)andverbsconnectedwithcooking(e.g.fry, chop).Youmightalsoliketoteachsomelanguageyoufindinrecipes(e.g.imperatives,sequencers, quantifiers). Youalsoneedtophotocopyandcutupormakeyourowningredientscards. Ingredientcards>>36k Strangeingredientcards>>38k Procedure

1. Tellthestudentsthatyouaregoingtohaveacookingcompetitiontodecidewhothebestchefsin theclassare. 2. Putthestudentsintopairsandgivethemarandomselectionofingredientscards.Sevenoreightin totalisusuallyenough. 3. Askthestudentstotalktogetherandinventanewdishusingalloftheingredientsontheircards. Whentheyhavethoughtofone,givethemablankpieceofpaperandaskthemtodrawapictureof themealandwritetherecipebelow. 4. Askthestudentstodecidewhoisgoingtoexplaintherecipeandwhoisgoingtolistentoother people'srecipes.Putthestudentsintonewpairswithadifferentpartnerandaskthespeakersto presenttheirrecipestothenewpartner. 5. Repair/groupthestudentsanumberoftimessothattheyhavethechancetohearandtellabout anumberofrecipes. 6. Thestudentswhohavelistenedtoalltherecipeshavetoreportbacktotheirpartneronwhatthey haveheard. Variations 1. Insteadstudenttostudentworkthepairscouldcometothefrontoftheclassandpresenttheir recipes. 2. Insteadofusingonlyfoodasingredients,youcanalsousestrangeingredientssuchas'asock'or 'grass'.Younglearnersinparticularloveinventinghorriblenewmeals. Followup 1. Youcouldputtherecipesuparoundtheroomandgetstudentstovoteforthebestone. 2. Usetherecipestocreateaclasscookbook. STORYINABAG Thisoralstorycreatingandrelatingactivityworksbestwithintermediatelevelandabovelearners.(I don'trecalltheoriginsofthisactivity.Ipickeditupfromsomebookorworkshopatleasttenyearsago!) Preparation Beforeclass,theteacherfillspaperbagswith56randomobjects.You'llneedonebagpergroupoffour students.Tomakethisactivityinteresting,theobjectsshouldbediverseandunrelatedtoeachother. Goforacombinationoftheunusualandthemundane. Anexampleofadiversecontentbagfrommyclassis: apostcardfromSingapore acanopener acandle asurgicalmask atheatreplaybill(program)ateddybear. Procedure 1. Atasignal,eachgroupofstudentsopensitsbag,removesitsobjectsandinventsanoralstory incorporatingalltheobjectsfoundinthebag.Thestoriesbecomeverycomplexandcreativein ordertomakeeachobjectastepintheplot. 2. Here'sanexamplebasedonthebagitemsdescribedabove. "OnemorningShelleyreceivedapostcardfromheroldcollegefriend,Louise.Thecardwasfrom Singapore,andinit,LouisehadinvitedShelleytocomeforavisit.ShelleyflewtoSingaporeandmet Louise.Thefirstnightshewasthere,theywenttoaplayatalocaltheatre.Itwasamurdermystery andtheladieswerefeelingabitnervouswalkingbacktoLouise'shomeaftertheshow.Whenthey gothomeLouisetriedtoturnonthelight,buttherewasnoelectricity.Shelitacandleandetc."

3. It'simportantthatthestorybeoralandnotwrittenandthenread.Thisallowsspontaneous changes,andforgroupmemberstojumpinandcorrecteachotheroradddetailsinthefinaltelling. 4. Whenthegroupshavefinished,eachgroupsharesitsstorywiththewholeclass.Eachstudentinthe groupshouldtellonepartandholduptherelatedobjectwhenitismentionedinthestory. 5. Somegroupmembersmaytelltwoparts,ortellonepartthatusestwoobjectsitdoesn'tmatter. Mostofthetalkingisdoneinthecreationofthestorywithinthegroup. 6. Watchoutforthosecleversoulswhowouldsay"ShelleypackedhersuitcaseforSingapore.Initshe putacandle,acanopener,ateddybearetc." Variation 1. Theteachermakesupacrimethathasbeencommitted,forexample;'ProfessorWhatsitfounddead underapicnictable,LadyWigglebiggle'sdiamondsstolenfromherbedroomdrawer'. 2. Thegroupsarethentoldthattheitemsintheirbagsarecluestothecrimecollectedbyadetective. Thestorythatthegroupscomeupwiththenarethedetailsofthecrime.Hereisanexample. "Theteddybearhadbeenrippedopen,torevealahidingplace.Itwasnowempty.Thedetective realiseditwastheplacewhereProfessorWhatsitkeptthekeytohissecretlaboratory.Buyhowhad thekillermadeitpasttheguarddogs?Thecanopenerleftonthekitchencounterwasanalysedand foundtocontaintracesofdogfood.Clearly,thekillerfedthedogs,maybeevendruggedthemto keepthemcalmetc." TRUE/FALSESTORIES Thisspeakingactivityisveryeffectiveforpractisingthetellingofstoriesandforlearningfascinating thingsaboutthestudentsintheclass. Preparation Youdon'tneedanymaterialsforthis,justaninventedstorythatyouarereadytotell. Procedure 1. Tellthestudentsaninterestingstoryaboutyourselfanddescribeindetailwhathappened.Atthe endofthestory,givethemanopportunitytoaskyouquestionsaboutthestory.Finally,askthemto decideiftheythinkthestoryistrueorfalse.(Thismustbethefirstpointatwhichyouindicateit maynotbetrue).Ofcoursethestorywasuntrueandnowit'sthestudents'turntomakeupstories. 2. Putthestudentsintogroupsoftwoorthreeandtellthemtopreparetwostoriesfortheclass.Each studentmusthaveonestorytotell,inapaironestorymustbetrueandonemustbefalse.Ina groupofthreeyoucanhaveonetrueandtwofalse,ortwotrueandonefalse.Theimportantthing isthatthefalsestoriesmustberealisticandthetruestoriesmustbeunusual. 3. Makeyourselfavailabletohelpthestudentswithlanguageforthestoriesandmakenotesfor problemareastoworkonduringthefinalfeedbacksession.Also,givethestudentstheopportunity topractisetellingtheirstoriestoeachotherbeforetheydotheminfrontofthewholeclass.You mayevenletthemmakenotestousewhiletellingthestory,buttrytoavoidlettingthewritedown thewholeofthestory. 4. Askeachgroupinturntocometothefrontandtelltherestoftheclasstheirstories.Aftereach storyistold,theclasscanasksomequestions.Whenallinthegrouphavetoldtheirstories,askthe studentstodecidewhicharetrueandwhicharefalse.Finally,revealtotheclassthetruthaboutthe stories. 5. Whenallthegroupshavefinishedtheirstories,conductafeedbacksessionandhighlightthe effectivelanguagethatwasusedaswellasthelanguagethatneedstobeworkedon. Variations Itcanbeveryintimidatingandtimeconsumingtalkinginfrontofalargeclasssoifyoufeelitis appropriate,itwouldbeagoodideatomatchgroups(e.g.threegroupstogether)totelleachother theirstories.

 WHYDIDNTYOUCOMETOTHEPARTY? Thisspeakingactivityforhigherlevelbeginnersuptoupperintermediateinvolvesstudentsworkingin pairstomakeupexcuses. Procedure 1. Askstudentsifthey'veeverhadparties.Iftheyhave,tellthemtoshareexperienceswiththeclass.If theydidn'texplaintothemwhatapartyis. 2. Tellstudentstorememberthelastpartytheyhad.Someguestswereinvitedbutsomedidn'tcome. 3. Divideclassintotwoparts.AstudentwhoattendedthepartyandBstudentswhodidn'tattend. 4. TelltheBstudentswhodidn'tattendpartytopreparetheirexcusesforwhentheyareaskedfor them. 5. TellAstudentswhoattendedthepartytoaskBquestionstofindthereasonsofnotattending. 6. Tellthemtogivearangeofexcusesindifferentways.Otherwisetheyrepeatoneexcuseeverytime. 7. Becarefultokeepthestudentschangingpartners.TheAstudentscouldalsotelltheBstudent abouttheparty. Notes 1. Ifyouusethisactivitywhenyou'vejustintroducedanewstructurethatisappropriateherefor example'hadto'or'was/were',youwillhopefullynoticethatstudentswilluseitwithoutyouhaving topromptthem. 2. Youcandosomevariations,suchasexcusesfornotdoingthingsontimeorexcusesfornotkeeping yourwordetc. PICTUREDICTATION Thisisalowpreparationfunactivitythatworkswellwithlargeclasses,especiallywithyounglearners andteens.Allyourstudentsneedisablankpieceofpaperandalltheteacherneedsisalittlebitof imagination. Procedure 1. Firstofallexplaintothestudentsthattheyaregoingtodoapicturedictation,thatyouaregoingto describeapicturetothemandthatalltheyhavetodoissimplylistenanddrawwhattheyhearyou describe. 2. Youthendescribeasimpleandeasytodrawpicturetothemandtheydrawit.Tohelpyouwithyour firstpicturedictationyoucanusethepictureontheaccompanyingworksheetandthedescription belowitasaguide.Itisaverysimplepictureforalowlevelbeginner'sclassbutthiskindofactivity canbeadaptedtoanylevelofstudent.Simplychangethecontentofthepictureaccordingly. Pictureanddescription>>69kPDF 3. Whenyouaredescribingthepictureitisbesttodescribeoneobjectatatimeslowlyandtorepeat eachdescriptiontwoorthreetimes. 4. Makesureyougivestudentsenoughtimetofinishdrawingoneobjectbeforeyoumoveontothe nextobjectanditisagoodideatowalkaroundandlookatthestudent'sdrawingsastheyare drawingthemsothatyoucanseehowwelltheyareunderstandingyourdescriptionsandthenyou canadjustthemaccordinglyandgivethemanysupporttheyneed. Tipsformakingtheactivityworkwell

1. Beforestartingtheactivityyoumaywanttodrawasquareorrectangletorepresentapieceof paperontheboardandelicitvocabularyfromthestudentsthattheywillneedtoknowforthe activity,suchasinthemiddleofthepieceofpaper,inthetop/bottom/right/lefthandcornerofthe pieceofpaper,infrontof,behind,ontopofetc. 2. Forlowerlevels,youmayevenwanttodrawpicturesofthethings,thehouse,thehill,clouds,birds andchildrenskippingetc.thatwillappearinthepictureontheboardbeforestartingtheactivityto reviewvocabulary.Howmuchpreteachingofvocabularyandlanguageyoudowilldependonthe levelofyourstudents. Variations 1. Getstudentstocolourthepicturesinafterwardslikeacolourdictation,forexample,colourtheroof ofthehousegreen,colourthedoorofthehousered,orgetstudentstolabeldifferentobjectsby writingthenameoftheobjectunderneathit,suchashouse,birdetc. 2. Youcanalsogetstudentstowriteadescriptionofthepictureafterwards. 3. Anothergoodvariationistogivestudentsalistofobjectsandgetthemtodrawtheirownpictures withallthoseobjectinthem. 4. Thestudentsthenworkinpairs.Onestudentdescribestheirpicturetotheirpartnerandtheir partnerdrawswhattheyhear. 5. Theythenswaprolesandafterwardstheycomparethepicturestheydrewwiththeiroriginal drawingspointingoutthedifferencesandusuallyhavingagiggle. THEHOLIDAYMAZE Thisisareadingandspeakingactivity.Studentsmakedecisionsinpairsorgroupswiththeaimofgoing onasuccessfulholiday.Itisbasedona'maze'principle,whichgivesstudentsdifferentoptionsanda varietyofdifferentholidayoutcomes.Thereisn'tone'correct'answerdifferentgroupsfindthemselves goingondifferentholidayssoyoucanusetheactivityseveraltimeswiththesameclass. Itisanexcellent,funwaytopracticethe'functional'languageofagreementanddisagreement, suggestionandnegotiation,aswellasspecificlanguagerelatingtoholidays,inagenuinely 'communicative'activity. Itcanbeusedwithanylevelfrompreintermediatetoupperintermediateandbeyond. Mazeactivity>>54kPDF Procedure 1. Setthecontextforyourstudents.Thestudentsaregoingonholidaytogetherandwanttohavethe besttimepossible.Youcansetthecontextbydescribingthesituation,tellingananecdote,showinga pictureorposingsomediscussionquestions.Ifindthatstudentslovetotalkabouttheirexperiences askthemabouttimestheyhavebeenonholidayswithfriends.Getthemtotalkaboutproblemsthey hadandthingstheyenjoyed. 2. Whenthecontexthasbeenestablished,putthestudentsingroupsof2to5students.Theactivity canberunasawholeclassactivitywithyouusingonesetofcards.Thestudentsaskyouforthecard theyhavechosenaftereachdiscussion.Youcanalsoruntheactivityasindependentgroupwork, withasetofcardsforeachgroup.Theimportantthingistoencourageasmuchdiscussionas possible. 3. Studentslistentoorreadwhatiswrittenonthefirstcard.Theymustthendiscussthedifferent optionsandcometoanagreementaboutwhattodo.Theythenreadthenextcarduntiltheyreacha conclusionandfindoutiftheyhadasuccessfulholidayornot.Itisabsolutelyvitalthatthestudents

reallydiscusseachoptionanditspossibleimplications;iftheydon't,theywillfinishveryquicklyand willnothavehadthespeakingpracticethattheactivityisintendedtoprovide. 4. Yourrole:walkaroundandlistentothegroups.Ifgroupsarenotreallydiscussingmuch,ask questionsabouttheirreasonsfortheirdecisionsandpromptthemtodiscussmore.Beforeyoustart theactivity,thinkcarefullyabouthowtogroupthestudents.Howcanyoubestencouragespeaking? Especiallyatlowerlevels,itcanbeagoodideatopreteachvocabularywhichyouknowthestudents willneedfortheactivity.Readthroughthecardsandmakealistofwordsorphrasesthatyouthink yourstudentsmaynotknow,especially'topic'vocabulary(i.e.holidays).Beforetheactivitystarts, preteachthesewords. Itcanreallyhelptheflowofconversationifstudentsareconfidentinusingfunctionallanguage.In thisactivity,studentswillbediscussing,negotiatingandmakingdecisions.Theymayalsobearguing, disagreeingandchangingtheirminds. Theseexpressionsmaybeuseful "Ithinkweshould..." "That'sagoodideabut..." "Whatabout..." "Let's..." "Idon'tagreewith..." "I'vechangedmymind." SHOPSERVICEROLEPLAY Aroleplayinwhichyourstudentspracticemakingcomplaintsanddealingwithpeopleinashop. Description Thisisalivelyroleplayinwhichonestudentisacustomerreturninggoodstoashopandtheother studentisashopassistant.Eachstudenthasarolecardwiththeinformationtheyneedtogiveorfind outfromtheirpartner,andtheanswersthattheywillgivetheirpartner.Therearetwoversionsofthe customerrolecardsothattheroleplaycanberepeatedusingdifferentinformation. Thecustomerhastwoitemstoreturn(onebrokenandtheotherthewrongsizeorcolour).Thereceipt ontheirrolecardprovidestheinformationtheywillneedtogivetotheshopassistant.Thecustomer wantshisorhermoneyback...buttheshopassistantknowstheirmanagerdoesn'tlikereturning money!Thestudentsneedtoresolvethesituation. Procedure 1. Setthecontextfortheroleplay.Youcandothisinmanyways;forexample,bydescribingthe situation,bytellingananecdote,byshowingapictureorbyposingsomediscussionquestions. 2. Onceyouhaveestablishedthecontext,youcouldaskyourstudentstalkaboutthetimestheyhave takenthingsbacktoashop,thereasonswhytheydidandwhathappened. Variation 1. Insmallgroupsorasawholeclass,Iaskthestudentstobrainstormthelanguagethatwewoulduse inthesesituations,forexample: a. "CanIhelpyou?" b. "Iwouldliketoreturnthis..." c. "Thereisaproblemwiththis..." d. "Itisaveryniceshirt/Tshirtbutthecolour/sizeisnotquiteright." e. "I'mverysorrybut..."

2.

3. 4. 5.

6.

7.

f. "I'mafraidthat..." Don'tforgettogetyourstudentsthinkingabout'register'thedegreeofpolitenesstheyuseinthe roleplay;forexample,whichofthefollowingdoyouthinkwouldgetabetterresponse? a. "Thisshirtisthewrongcolour.Givememoneyback." b. "Iwouldliketoreturnthisshirtbecause..." Iextendthissectionbygettingstudentstoworkonpronunciation,focusingonsentencestressand intonation. Putthestudentsinpairs.Explaintherolecards.Doaquickdemonstrationwithoneortwostronger students.Giveoutthecards. Setatimelimit.Asthestudentsdotheroleplay,walkaroundandlisten.IfIwanttodosome specificlanguagework,Inotedownsomeoftheproblemstheyhavewithlanguageandusethese foracorrectionslotafterwards. Whenmostofthestudentshavefinishedendtheactivity.Givethecustomersacopyofthe 'CustomerSatisfactionSurvey'andaskthemtocompleteitindividually.Whentheyhavefinished, theycanworkinsmallgroupstocomparetheirexperiences.Askthe'shopassistants'togetinto smallgroupstodiscussagoodpolicyforreturnedgoods.Onepersonineachgroupcancomplete thepolicyform. Ifthereistime,askyourstudentstoswaproles(andpartners,formorevariety).The'shopassistant' rolecardfromthefirstroleplaycanbeusedagain.Givethenewcustomersthe'customerrolecard, version2'.Whentheroleplayisfinished,groupthestudentsasyoudidafterthefirstroleplay.To finish,youcouldaskeachgroupofshopassistantstodescribetheirreturnedgoodspolicytothe wholeclass.Invitetheotherstudents,ascustomers,tocomment.

DATINGGAME Thisisagreatactivityforgettingstudentstalking.Ihaveuseditsuccessfullywithmanydifferentlevels andagegroupsandhavefoundthatitisveryeffectiveatmotivatingteenagerstotalk.Itisparticularly usefulforpractisingdescribingappearance,characterandinterests. Preparation Youwillneedaselectionofflashcardsofpeople,amixtureofagesandtypes. Procedure 1. Putapictureofapersonontheboardandaskthestudentstotellyouhis/hername,ageandjob. Writewhatevertheytellyouontheboard.(Note:atfirsttheymaybeabitconfusedandthinkthat theyshouldknowtheperson,theywillsoongettheidea). 2. Thenaskthemtodescribehim/herphysically(againwritewhattheytellyouontheboard).Repeat thisprocedureforhis/hercharacterandhobbies.Youshouldendupwithaparagraphprofileofthe person. 3. Readthedescriptionofthepersonandelicitfromthestudentsthathe/sheisnothappybecause theyaresingleandwouldliketomeetaman/woman. 4. Thenfollowthesameprocedureabovetoelicitadescriptionofthepersonthattheywouldliketo meet.Attheendofallthisyoushouldhavetwodescriptions. 5. Tellthestudentsthatyouseethesekindsofdescriptionsinlonelyheartspagesinmagazinesand newspapers.(Youcouldevenbringsomeintoshowthem) 6. Givethestudentsapictureeachandtellthemnottoshowittoanyone.Youmayhavetostressthis, asitisatemptationtoshowthepicturestofriendsintheclass.Thestudentsthenhavetowritea descriptionofthepersoninthepictureandthepersontheywouldliketomeet.Pointoutthatthey canusethemodelontheboardasaguide.Monitorandfeedinlanguageastheyneedit. 7. Tellthestudentstoleavetheirpicturesfacedownonthetableandtomingle.Theaimisforthemto tryandfindapartnerforthepersonintheirpicture.Atlowerlevelstheycantakethedescription withthemastheymingle.Theyneedtotalktoeverybodyandnotjustsettleforthefirstpersonwho comesalongaskingquestionstoensuretheyfindtherightperson.Itisalsoagoodideatoplaysome romanticmusicinthebackgroundastheyaremingling(MarvinGayeorStevieWonder).

8. Afteryouhavegiventhemenoughtimetofindpartners,stoptheactivity(iftheyarebeingvery choosygivethematimelimitandtellthemtheymustcompromiseandfindapartner).Conducta feedbacksessionandaskthestudentstotelltheclassabouttheirinventedcharacterandthe partnerthattheyhavefound.Theclasscanthenseethepicturesforthefirsttimeanddecideifthey thinkitwillbeasuccessfulrelationship. Followupideas Studentscanwritethestoryoftherelationshiporcanwriteletterstothenewpartners. Variations Youcanchangethecontextandreplacethepicturesofthepeoplewithpicturesofhouses/flatsandask thestudentstobeeitherestateagentsorbuyerslookingforaplacetolive.Againtheycanwrite descriptionsofplacestheywanttosell(ofvaryingstandards)andplacestheywouldliketobuy,mingle andtrytofindtheirdreamhomes. Youcanadaptthebasicideatosuitmanydifferenttopics. STORYTELLINGGRID ThisisalowpreparationbuthighoutputactivitywhichIhaveusedsuccessfullywithteensandadults. Theaimoftheactivityistogetstudentstoorallycreateashortstoryinsmallgroupsorpairs. 1. Firstofalldrawagridontheboardandthenputonewordineachbox.Youcanmakeyourstory gridanysizeyouwantbutthebiggerthegridisthemorecomplicatedtheactivitywillbecome. 2. Youcanrecyclevocabularythatstudentsarecurrentlyworkingoninclassinthestorygrid,butto ensurethatstudentscancreateagoodstoryyoushouldincludeamixtureofwords,suchaspeople andplacenames,verbs,nouns,adjectivesetc.,anditisusuallygoodtothrowinwordsthatmight givethestoryabitmorespice,suchascrime,love,hatemurder,theft,robbery,brokenhearted, treasure,accident,etc. 3. Explaintothestudentsthattheaimoftheactivityistocreateastoryusingallthewordsinthestory grid.Studentscanuseanyvocabularyorgrammartheywanttobuttheyhavetoincludeallthe wordsinthestorygrid. 4. Thefirsttimeyoudothisactivityyoucanusetheexamplestorygridandmodelthestorytellingpart oftheactivityforthestudentsandthengivethestudentsanotherexamplestorygridfromthe worksheettouse,oryoucaneasilycreateyourownstorygrid. Examplestoryandgrid>>55kPDF

Anothervariationistogetstudentstocreatestorygridsforeachothertouse.Nextgetthestudentsto createtheirownstoriesinpairsorsmallgroupsandoncethestudentshavecreatedtheirstories,they canretelltheirstorytoyou,therestoftheclassortoothergroups. Followupactivitiesandvariations Attheendoftheactivitytheclasscouldvoteonthebeststoriesindifferentcategories,forexample themostcreativestory,themostinterestingstory,thefunnieststory,thebesttoldstoryetc.This activitycanalsobeeasilydevelopedintoacreativewritingactivity,eitherindividuallyashomework oraspairorgroupwritingpractice. Anotherinterestingspinoffistogetstudentstorewritetheirstoriesasaradiodrama.Ifyouhave recordingfacilitiesthestudentscanperformandrecordtheirradiodramaonacassettetolistento inclass.Ifyoudonothaverecordingfacilitiesyoucangetstudentstowritetheirstoryasashort playandtrytofindthemanaudiencewhotheycanperformtosuchasanotherEnglishteacheror anotherEnglishclass.

Feedbackonlanguageuse

 Ifinditisbesttogivestudentsindividualorgroupfeedbackontheirlanguageuseinastorytelling activityafterthestudentshavefinishedtellingthestoryforthefirsttime. IusuallymakenotesofanythingIwouldliketogooverwithstudentswhiletheyaretellingthestory. Ifindinterruptingstudentstocorrecttheirlanguageusewhiletheyaretellingthestorydampens theircreativemoodandrestrictstheirlanguageuse. Ifthestudentsaregoingtorecordtheirstoryorperformitlive,Igetthemtoperformittomeagain soIcanhelpthemwiththeirlanguagebeforetheyrecorditorperformittoanaudienceoutsideof theclass. GETTINGTEENAGERSTALKING2 HerearefiveusefulwaysthatIhaveusedtotrytoencouragemyteenagelearnerstousemoreEnglish inclass. Bribery Theoldesttrickinthebookandnotonetobeoverused.Theideaissimple,takeinsmallprizestogive tostudentswhenevertheyhavespokenenoughEnglish.Whatis'enough'dependsonyouandtheclass onewordmaybeallyouwantfromaparticularlyquietstudent. Possibleprizescouldbe: Smallfruitscanbesurprisinglypopular(butmessy) Sweetsandbiscuitsareafavourite(butbadforteeth) Pencilsandrubberscanwork(butareexpensive) Points,awardedtotheclassasawhole,withwhichtheycan'win'watching10minutesof video,listeningtoanEnglishsongorplayingagameoftheirchoice. Hangman 1. ThisisanotherwayofusingpointstobribethestudentstospeakEnglish.Onehangmancanbe usedtorefertoaparticularoffender,agrouportheclassasawhole.Thiswayroundtheclassis promisedatreatfortheendoftheclass(e.g.video,songorgame)buttheycanloselivesby offendingi.e.notspeakingEnglishwhenyourequirethemto. 2. Eachtimetheyoffend,onelifeislostindicatedbyalimbbeingaddedtothehangman. 3. Ifthehangmaniscompleted,theyhavelostalltheirlivesandforfeitedtheirtreat. 4. Usethistechniquethoughtfullybearinmindtheconsequencesofthehangmanalwaysor neverdying(itmaybeseeneitherasanimpossibletaskoranemptythreat). TimeOut 1. Thistimethebargainingmaterialisminutes.Atthebeginningoftheclass,tellthestudents you'llgivethemfiveminutestospeakintheirownlanguageatsomepointintheclass. However,iftheyuseuptheminutesbeforethedesignatedtime,theylosethemforgood. 2. Howfaryouwanttoextendthisisuptoyouifit'srelevanttheycanloseminutesforthe followingclass,butthiscanbedemotivating. 3. Anotherwaytousethistechniqueistogivethempotentialminutes,whichtheymakerealby speakingEnglish. 4. Remembertomarktheseontheboardtoavoiddisputesandremindthemoftheirprogress (fivecirclesthatbecomehappyfaces,forexample). THEUNTROPHY

1. Thisisatrophythatisawardedtoapersonwhoisspeakingthewronglanguage.Thestudentto receiveitcanthenpassitontothenextpersontheyhearspeakingthewronglanguage.The personholdingitattheendofclasshasaforfeitextrahomework,stayinglateorsimplybeing thelasttoleave.Thetrophycanbearealorvirtualobject: 2. Ifvirtual,theteacherneedstokeeptrackofwhereitis&indicatethisontheboard. 3. Ifreal,thestudentscanwritetheirownforfeits&stickthemontothetrophy. Thelastword 1. Onceagain,thisinvolvesthestudentshavingsomecontroloverthepenaltyfornotspeaking English. 2. 15minutesbeforetheendofclass,theybrainstormtopicsthatarehardtospeakaboutin English.Thetopicsarewrittenonslipsofpaperorontheboard. 3. ThestudentsvoteforthepersonwhospoketheleastEnglishorthisisdecidedbytheteacher orsomeothermethod. 4. Theoffenderchoosesatopic,bychoosingoneoftheslipsofpaperorthrowingaballatthe board.He/shethenhastospeakaboutthattopicforacertainamountoftime(30secondsor1 minute)silencecanbepenalisedbydoublingtheamountoftimetheyhavetospeakorwith someotherforfeit. 5. Obviouslythisneedstobeusedsensitively,takingintoaccountthereasonswhyastudenthas spokenverylittleEnglishintheclass. DISCUSSIONWHEELS Discussionwheelsareagoodwayofgivingstudentstimetothinkandformulateopinionsbeforethey dodiscussionwork.Theyworkparticularlywellwithareasofdiscussionwhichcanhaverangesof agreementordisagreement. Preparation Tocreateadiscussionwheelyousimplyneed8or10contentioussentencesbasedaroundatheme whichyouwouldlikethestudentstodiscuss. Drawacircleonapieceofpaperanddrawlinesthroughthecircle(onelineforeachsentence)so thatthecircleisdividedintosegments. Attheendofeachline,writeoneofthesentences,thenmakesuretocopyenoughsothateach studenthasone. Procedure 1. Giveeachstudentouttheirowndiscussionwheelandgetthemtolookatthesentencesandputa crossonthelinenexttothesentenceaccordingtohowmuchtheyagreeordisagreewithit.Across nearthecentreofthecircleindicatesstrongdisagreementandoneneartheedgeofthecirclecan indicatestrongagreement.Acrosshalfwayalongthelinecanmeantheyareundecided. 2. Onceyourstudentshavehadtimetoputcrossesoneachofthelinestheycanthenstarttodiscuss. Thiscanbedoneinanumberofways.Theeasiestintermsofclassroommanagementisforyouto givethemapartnertodiscusswith(thepersonnexttothemoronthetableinfrontofthem). 3. Ifyouhavethespacethough,youcanaskthestudentstoconnectallthecrossessothattheyforma shapeandthenstandupandmingleroundtheclasstofindthepersonintheclasswhohasasimilar shapetotheirown.(Thishasnorealpedagogicalvalue,butcanbeanicewaytogetstudentsupand movingandgetthemtotalktootherpeopleintheirclass.) 4. Oncetheyhaveapartnertotalkto,getthemtodiscussandexplaintheiropinionsandseeifthey canconvincetheirpartnertochangethepositionofthecrosses. Thisapproachgivesthestudentsmoreofasupportiveframeworkandagoalfortheirdiscussion.Ifyou havetimeandthestudentsaredoingwelltheycandiscusswithanumberofpartners,oryoucanshow

themyourowndiscussionwheelwithyourcrossesandseeiftheycanconvinceyoutomoveyour crosses. THECRIMESCENE ThisisanactivitythatI'veusedwithstudentsofalllevelstopracticetheirabilitytodescribepeopleand eventsandtoproducequestions.It'salsogoodforgettingstudentstoreallylistentoeachotherandto takenotesorjustforsomefun. Preparation Theactivityisbasedaroundashortvideoclipofacrime.Anycrimescenewilldo.Thevideodoesn't evenhavetobeinEnglishasyoucandoitwiththesoundoff. Procedure 1. Youshouldsplittheclassintotwogroupsandtellonehalfthattheyaregoingtobethepoliceand theyaregoingtointerviewthewitnesstoacrime.Theirtaskistoworktogetherwiththeother policeandpreparequestionsthattheywillaskthewitness. 2. Telltheotherhalfoftheclassthattheyaregoingtowitnessacrime.You'llneedtohavethe classroomsetupsothatonlythe'witnesses'canseetheTVscreen.Ifyoutrustyourstudents enoughyoucouldactuallysend'thepolice'outoftheclassortoanotherclassroom,toworkon theirquestionswhilethewitnesseswatchthecrime. 3. Whenthecrimescenevideocliphasbeenplayed,putthestudentsintopairssothateachofthe policeiswithawitness.Thepoliceshouldtheninterviewthewitnessandgetasmuchinformation aspossibleaboutthecrime. 4. Makesurethatthepolicetakenotesastheylisten.Ifyouhaveartisticstudentsyoucouldalsoget themtoworktogetheronapictureofthecriminaloradiagramofthecrimescenereconstruction. 5. Toaddanelementofmotivationyoucouldalsogiveaprizetothemostaccuratenotes. IfyouhaveavideothatisinEnglishyoucanplayitwiththesoundonand,forhigherlevels,evenextend thefocustoreportedspeech:'Hetoldeveryonetoputuptheirhands.' TECHNOLOGYFREECRIMESCENE Preparation Ifyoudon'thaveaccesstoavideo/TVyoucandoa'lowtech'versionofthisactivitybycuttingpictures outofamagazine.Besuretocutoutenoughforhalftheclasstoeachhaveapictureandhaveafew extrastospare. Procedure 1. Putthestudentsintopairs,onepolicemanandonewitness,andhavethewitnessfromeachpair cometothefrontoftheclass. 2. Giveeachoneapictureofapersontolookat.Tellthemthatthepersoninthepictureisacriminal. Theyshouldn'tletanyoneelseseethepicture. 3. Oncethey'vehadacoupleofminutestolookatthepicture,takeallthepicturesbackandthensend thewitnessesbacktotheirseats. 4. Theirpartner,thepolicemen,thenhastoaskquestionsandmakenotessothattheybuildupsome ideaofwhatthepersoninthepicturelookslike. 5. Oncetheyhavetheirdescription,putallthepicturesontheflooratthefrontoftheclassandget thepolicementocometothefrontoftheclassandseeiftheycanfindthepicturethatthewitness described. 6. Youshouldmakesurethatthewitnessesremainsilentuntilallthepolicemenhave'arrested'the pictureoftheirchoice.

7. Youcanthentrythisagainreversingtherolesthistime.Thisgivesthestudentsachancetolearn fromanymistakestheymayhavemadethefirsttimeround. Youcanmaketheactivitymoredifficultbyselectingpicturesofpeoplewholookmoresimilar(sameage /sexetc.)oreasierbyhavingagreaterrangeofpeople. Thisactivitycanalsobeaveryusefulleadintodiscussionsorvocabularyworkoncrimeordescription. CHAINSTORYTELLINGACTIVITY Inthisspeakingactivitythestudentstellpersonalstorieswhicharepromptedbypictures.Theactivityis performedasamingle. 1. Cutupcardsofdifferentobjects,activities,animals,etc.selectedrandomly. 2. Placethecardsscatteredonthefloorinthemiddleoftheclassroom. 3. Tellthestudentstopickupacardfromthefloorwhichtheythinkmakesthemrememberoneof thefollowing: a. amemorableeventintheirlives b. apositiveornegativepastorrecentexperienceor c. astoryaboutafriend/familymember/acquaintance/etcthattheywouldliketoshare withothers. 4. Tellthestudentsthattheymustfindanotherintheclassandtellthemwhatthepicturemakes themrememberandlistentotheotherpersonsstorytoo. 5. Eachstudentsmusttelltheirstoryforaboutonetotwominutesonly. 6. Studentsthenmustexchangepicturesandfindanotherstudenttotalkto. 7. Emphasisethattheymustaskthenameofthepersontheyweretalkingtobeforetheymoveon totalktoanotherone. 8. Studentsmustthentalktoanotherstudentandtellhim/herthestoryofthepersontheylast talkedto. 9. Studentsswappicturesagainandmoveontotalktosomeonereportingthestorytheyvejust listenedto. 10. Roundtheactivityoffbyaskingindividualstudentstoreporttotheclasstheinterestingthings theyvelearnedaboutotherpeopleinclass. TASKBASEDSPEAKING Thisisaspeakinglessononthethemeofplanninganightoutthatusesalisteningexercisetoprovide languageinput. Preparationandmaterials Youwillneedtorecordtwopeopleplanninganightoutonthetown Pretask(1520min) Aim:Tointroducethetopicofnightsoutandtogivetheclassexposuretolanguagerelatedtoit.To highlightwordsandphrases. 1. Showstudentspicturesofanightoutinarestaurant/barandaskthemwheretheygotohavea goodnightout. 2. Brainstormwords/phrasesontotheboardrelatedtothetopic;people/verbs/feelingsetc. 3. Introducethelisteningoftwopeopleplanninganightout.Writeupdifferentalternativesonthe boardtogivethemareasonforlisteninge.g.(a)restaurant/bar(b)meetatthetrainstation/in thesquare.Playitafewtimes,firsttimetoselectfromthealternatives,secondtimetonotedown somelanguage. 4. Tellthemthattheyaregoingtoplanaclassnightoutandgivethemafewminutestothinkitover.

Task(10min) Studentsdothetaskintwosandplanthenight.Matchthemwithanotherpairtodiscusstheirideasand anysimilaritiesanddifferences. Planning(10min) Eachpairrehearsespresentingtheirnightout.Teacherwalksaround,helpsthemiftheyneeditand notesdownanylanguagepointstobehighlightedlater. Report(15min) Classlistentotheplans,theirtaskistochooseoneofthem.Theycanaskquestionsafterthe presentation. Teachergivesfeedbackonthecontentandquicklyreviewswhatwassuggested.Studentsvoteand chooseoneofthenightsout. LanguageFocus(20min) 1. Writeontheboardfivesgoodphrasesusedbythestudentsduringthetaskandfiveincorrect phrases/sentencesfromthetaskwithoutthewordthatcausedtheproblem.Studentsdiscussthe meaningandhowtocompletethesentences. 2. Handoutthetapescriptfromthelisteningandaskthestudentstounderlinetheusefulwordsand phrases. 3. Highlightanylanguageyouwishtodrawattentiontoe.g.languageformakingsuggestions, collocationsetc. 4. Studentswritedownanyotherlanguagetheywishtoremember. Note:Youcangoontheplannednightoutwithyourstudents.Thiscanmakeitevenmoremotivating forthem. FAMILYTREE It'samazinghowstudentscan'tstoptellingtheirfriendsaboutthemselves.Iintroducedmyclassof secondlanguagelearnerstothefamilytreeandthedifferentrelationshipsbetweenpeopleinthefamily inlaws,stepfamily,cousins,paternalandmaternalsidesetc.eventermslikewidow,widowerand divorcee. Then,Igotthemtodrawtheirownfamilytreeandshareitwiththeirfriends,giving10minuteseachto tellandaskaboutaparticularmemberintheirfamily,e.g.grandparents,aunts,cousins,siblingsetc. Theycouldhardlystoptalking!I'mgladtosaythatthisisonelessonwhichsawstudentscontinuingtheir discussionevenafterthebellrang. GETTINGTHEWHOLECLASSTALKING Thefollowingactivitiesaredesignedtogeteveryonetalking.Theycanbeusedwithalllevelsbecause thelanguagerequiredtocommunicateisdeterminedbythestudents.Remembertosetupand demonstratetheseactivitiescarefullybeforelettingtheclassgoahead. Jigsawpuzzlechallenge 1. Take34largepictures/photosandstickthemoncard.PicturescancomefromSundaysupplements, travelbrochures,calendars,magazineadvertsetc.Picturesspecifictostudentsinterestswill motivatetheme.g.filmstills,cartoons,newsstories,famouspaintings,famouspeople. 2. Drawpuzzleshapesonthebackofeachpicture(45shapes)andcutoutthepicturepieces. 3. Giveeachstudentintheclassajigsawpiece.Theymustnotshowtheirpiecetoanyone.

4. Studentsthenmingleandquestioneachotheraboutwhatisontheirpuzzlepiecetotryandfind peoplewithpiecesofthesamejigsaw. 5. Theobjectofthegameistofindallpiecesandputtogetherthejigsaw.Thefirstcompletepicture puzzlewins. Somethingincommonor'givemefive' 1. Explainthatwecanallfindsomethingincommonwiththosearoundus.Theobjectofthisgame istodiscoverasmanythingsyouhaveincommonwithfellowstudents.Youcanlimitthisto5 thingsincommon. 2. Brainstormexampleswiththewholeclass,notingsuggestions,e.g. 3. Webothhavelonghairedcats 4. theybothwenttoseeRobbieWilliamsinconcert 5. WealllikeHarryPotter 6. WebothhaveayoungersistercalledGeorgia 7. Ourfavouritecolourisgreen 8. Ourfamiliesgotothesamesupermarket,church,club,holidayplace 9. Webothbelieveinloveatfirstsight,ghosts,andgod. 10. Givestudentsatimelimittomingleandfindoutasmanythingstheyhaveincommon.Theone whofindsthemostisthewinner. 11. Alternativelyaskthemtofindfivethingsandthefirstpersontoshout'five'isthewinner. Createabiography 1. Takeabiographyofafamouspersonandwriteeachdetailonstripsofpaper. 2. Keeptheidentitysecretsotheyhavetoguess,ifappropriate. 3. Drawatableontheboardforstudentstocopyandmakenotese.g.placeofbirth,earlyyears, famousfor.. 4. Giveoutthestrips(splittheclassintwoiflargeandgiveout2sets) 5. Studentsmingleandaskeachotherquestionsuntiltheyhaveasmanydetailsaspossibleabout theperson. 6. Takeawaythestripsandputstudentsinpairsorsmallgroupstousetheirtableofnotestowrite thebiography. 7. TheseactivityideasoriginallyappearedontheBritishCouncilLanguageAssistantwebsite IMPROVINGDISCUSSIONLESSONS Haveyoueverfeltyouwereaskingallthequestionsaboutstudentsopinions?Doyoufindyouare doingmoretalkinginadiscussionthanyourclass?Herearesometipsto 1. shiftthetaskfocusfromyoutalkingtothem(theyhavetotalktoeachother) 2. givethemcontroloftheirowndiscussion 3. givethempracticeinformulatingtheiropinionswithinacontrolledframework. Discussionenvelopes 1. Makealistofissuesortopicswhichyourstudentsmightfindinteresting.Thinkofsevenoreight statementsoneachissuewhichrepresenttypicalandwidelyopposingcommentsonthetopic.For example: 2. Topic:Areboysandgirlsthesame? 3. Girlsnaturallywanttoplaywithdolls 4. BoysareusuallybetteratSciencesubjectsthangirls. 5. Photocopyeachlistofstatementsondifferenttopicsandputthemin34envelopes. 6. Dividetheclassintosmallgroups.Tellthemthetitleofeachtopic. 7. Eachgroupselectsanenvelope.Theyworkthroughthetopicintheirgroup,takingturnstoread aloudthestatementsfoundintheenvelopeandinvitingcommentandopinions. 8. Youcanaskeachgrouptorecordtheirreactionstotheissuesforfeedbackattheendofthesession.

9. Reusetheenvelopesinanotherlesson.Eachgroupchoosesanewtopicandenvelope. Listenandreact 1. Putstudentsinsmallgroupsof3allfacingeachother. 2. Actasconductorbyreadingaloudastatementonalist,oneatatime. 3. Aftereachstatementstudentshaveoneminutetoreactintheirgrouptowhattheyhaveheard, disagree,agree,commentetc. 4. Stopthemtalkingafteraminute(withgong,whistle,clap)andreadthenextstatementonyourlist. 5. Studentshearyoubutmustlookateachotherandtelleachotherwhattheythink! Readandmodify 1. Givealistofstatementsonasettopictoeachgroupintheclass 2. Studentsmustworkthroughthestatementsandmodifythemtoreflecttheirviewsasagroup.This involvesdiscussiononhowtheywillrewordthesentenceoraddafurtherclausetojustifytheir position.Forexample: 3. Topic:Theschoolyear 4. Statement:Schoolholidaysaretoolong 5. Studentsmodifiedsentence:Wethinkschoolholidaysarenotlongenough 6. Usethefeedbacksessionattheendofthelessontohearsomeofthenewstatementsthateach grouphascreated. GETTINGTEENAGERSTOTALK Herearesometipsandthreediscussionideas,allaimedatgettingteenagerstospeak. 1. Keeptheconversationpeercentred:plentyofpairorsmallgroupcollaboration. 2. Avoidaskingdiscussionquestionsaroundtheclass:thisputstheminthespotlightandcauses potentialembarrassmentinfrontoffriends.Youalsoriskdominatingthetalk. 3. Givethemaconcretelistofstatementsoropinions:helpthemtochoosetheirownideas.Dont expectthemtohavefullyformedopinionsonallthingsteenage! 4. Keeptofairlyshortdiscussionactivities(15minutes):untilyouknowwhattheylikeandtheyfeel relaxedenoughwithyoutotalkfreely. 5. Feedbackonerrorsafterspeakingshouldbegeneral:trytoavoiddrawingattentiontoindividual studentserrorsortheywillbereluctanttospeaknexttime. Discussionactivities Herearesomestimulatingdiscussiontopicswhichhaveworkedwellwithteenagers.Themainfeatures ofthesetopicsarethatthey a) drawonstudentspersonalexperience b) askstudentstoreflectontheirowncultureandattitudes c) givestudentsaconcretedecisiontomakewiththeirpeers. Teenagetimecapsule 1. Eachgroupofstudentsisgoingtoburyaboxinthegroundforfuturegenerationstofind.Thisbox willcontain5photos(orobjects)whichwilltellyoungpeopleinthefutureaboutlifeatthestartof thethirdmillenniumintheircountryand/orschool. 2. Studentsmustchoosetheirobjects/photostogetherandeachmemberofthegroupdescribesitto therestoftheclassoranothergroup.Explainwhyitisimportantandwhatittellsoflifetoday. Letthepunishmentfitthecrime 1. Prepareashortdescriptiononcards(orboard)ofallthepossiblepunishmentsinaUKschoole.g. writinglines,detention,exclusionandaskstudentsinpairsorgroupstoaddanymorethatareused intheirowncountry.

2. Thengiveeachgroupalistofwrongdoings(5or6)andaskthemtoordereachactaccordingtohow badtheythinkitise.g.swearingatateacher,notcompletinghomeworkfor3weeksrunning, fightinginthecorridor,smokinginthetoilet.Noweachgroupcanalsodiscusswhichtypeof punishmentmightsuitthecrime! 3. Thisgenerateslotsofdiscussiononwhatexactlyconstitutesunacceptablebehaviourbutalsowhat thestudentsandtheirschoolsthinkisacceptablepunishment. The10daytrip 1. AgroupofEnglishteenagersarecomingtostayinthecountryorregion.Theyhaveonlygot10days tofindoutaboutyourstudentscultureandseewhatisonoffer. 2. Eachgroupofstudentsmustplananitinerary.Itdoesnothavetoincludeallthetouristsights,they couldgotoaconcerttohearlocalmusicorhaveamealwithafamilyorvisitaschool.Eachmust agreeonthebestintroductiontotheircountryandregion,bearinginmindtheageofthevisitors. 3. Stressthatstudentsdonothavetoplananythingtheywouldfindboring. IMPROVISATIONS Howdoimprovisationswork? 1. Roleplayinvolvesgivingstudentsrolecards,instructionsandtimetoprepare.Improvisationsare morespontaneous.Theteacherdoesnotgivedetailsorlanguagephrasestouse. 2. Improvisationsworkbestifstudentsaregivenrolesandsituationsandaskedtoreactimmediately. 3. Improvisationscanbeintroducedverybrieflywithawarmup. 4. Improvisationsencouragestudentstousewhateverlanguagetheyhaveavailableto:communicate; developthinkingonyourfeetskillsandgainconfidenceincopingwiththeunexpected;get practiceininstigatingcommunicationfromnothing;focusongettingthemessageacrossratherthan onrepeatingdialoguesparrotfashion;usetheirimagination;imaginethemselvesusingthelanguage inreallifesituations;becreativewithlanguage. Classroommanagement 1. Inawholeclass,putstudentsinacirclewithaninnercircleofstudentsfacingthem. 2. Aftereachspontaneousdialogue/situationstudentssittingintheoutercirclemoveoneplacetofind anewpartner. 3. Thencalloutnewrolesorsituationsandsayaction. 4. Keeptoanonjudgementaldirectorroleanddonotintervenetocorrectlanguageordiscuss content. 5. Holdfeedbackattheend.Allowstudentstofeelfreeduringtheimprovisationphase. Waystointroduceimprovisations 1. Useasong(justlistenedto,coveredrecentlyinclassorveryfamiliartostudents).Forexample: ShesleavinghomeTheBeatles.Givepairsroles(thegirl,themother/father,theboyfriend)and givesituationstotryout(thenightbeforesheleft,theparentstalkingonfindingherleavingnote, theboyfriendaskinghertorunaway,thetelephonecallhomeafteraweekaway). 2. Useapictureandphotosofpeoplespeakingtoeachother:varyscenesandpassthepictures around.Focusonatheme,suchasallpicturesofpeopleindifferentpartsofanairportorsocial situations.Assignrolessostudentsformatableauifthereareavarietyofinteractionsgoingonin thephoto/picture. 3. Useacartoonwithnowrittendialogue.Studentsarethedifferentcharactersandmimicthe behaviourandimaginetheconversationtakingplace.

4. Useavideowithsoundoff.Selectscenesfromafavouriteshoworfilme.g.FriendsStudentsare assignedrolesandactoutwhattheythinkistakingplace. 5. Useapieceofrealia:arealobjecttosparkconversatione.g..Atraintimetable,abitofEnglish currencyandalistofexchangerates,ahatoroutfit,amusicalinstrument,amobilephone,amenu (studentsmustincorporatetheseobjectaspartoftheirinventeddialogue). 6. Useaprop(goodwithyoungerlearners):apairoffingerpuppets,amasktowearoranythingthat makesthemassumeanewpersonality. FINDTHEMURDERER Speakingandlisteningactivity Level:Intermediateoradvanced Targetlanguage:Pastcontinuous 1. Writeonboard:Mrs.McDonaldwasfounddeadinherhouseonTuesdayateightinthemorning, youhavetofindwhokilledherandwhy 2. Explaintostudentstheyaregoingtoprepareaplayandperformit(splitthemin2or3groups) whileonegroupperformstheotherwatchesthem.Theaudiencehastoguesswhothemurdereris. (Hereyouhave2options,dependingonthelevel,althoughitworkswellwithpreintermediate studentstoo) 3. Preparation:givestudentsenoughtimetopreparethisandhelpthematthisstage,ifnecessary, especiallyusingthepastcontinuouse.g.whatwereyoudoingyesterdayat7o'clocketc.(don't givethemanyhelpduringtheperformance) Option a. Tellthestudentstheyarefreetoinventastorywhysheisdead,andhow,theycanchoosetheir ownpersonalitiesandalibis,anddecidewhowillbetheinspectorasheorshehastopreparea fewquestionstoaskthesuspects.Theyworkingroupsandtheydecidewhothemurdereris amongstthemselves.Ifyouhaveaclassofsay,8or10,dividethemintwogroupssothatthey don'tknowwhattheothergroupisplanning.Thisisimportantwhentheyaregoingtoperform, astheothergroupwho'swatchingthemhastoguesswhothemurdererisjustbeforetheend. Theycanalsoaskadditionalquestionsandclarificationtotheperformers. b. oryoucangivethemafewsuggestionssayingshewasveryrich,orfamous,orwhatevercomes toyourmind.Writeonboardafewrelativesorfriendse.g.herniece,herbrotherinlaw,her sister,husband,neighbouretc.Writeonboardsomeusefulquestionse.g.whatwereyoudoing at....wherewereyoustaying?etc.Theypreparetheplay,butstillletthemdecidewho'swho. Whentheyareready,thestudentsperformwhiletheothergrouporgroupswatchandlisten carefullytodecidewhothemurdereris. Justbeforetheendoftheplaytheperforminggroupstopsandasktheiraudiencewhotheythink themurdereris,invitingthemtoaskanyadditionalquestionsorforclarification.(AttheendI alwaysstartclappingfortheotherstodothesameandthankthemfortheirperformance) Iftheaudienceguessesright,givethempointsoraroundofapplause. Changeperformersandrepeatfrompoint3. Ofcourse,teacherscanusetheirownimaginationorbetterstillgetthelearnerstoinventthe charactersandalibis.

4. 5.

6. 7. 8.

Mypersonalcomment:Ialwaysaskforfeedback,uptonowtheyhavealwaysreallyenjoyedit.I'm alwaysamazedattheirimagination,Ithinkthebestonewaswhenonegrouphaddecideditwas suicide!Enjoyandgoodluck! BINGOMINGLE

Intheeventyouhavestudentswhoarestressedoutorjustplainboredbythedullapproachtoteaching grammar,there'sagameyoucanplaythatwilllurestudentsintoacommunicationapproachtowhatis beingtaught.IusedthisforteachingPresentPerfecttense.Itisjustlikebingo,butinvolvesthestudents minglingandaskingquestions. Ina4or5by5gridwritestatementslike'HasneverbeentoColombia,orHasbeentothecinema twicethismonthineachcellandsoonuntilyourgridisfilled. 1. YoumightwanttohavedifferentBingocardstocreatemorevariety. 2. Studentswillthenmingleasawholeclassandaskeachotherquestionstotrytofillthegridup. 3. StandardBingorulesapplyaboutwinningthegame.(Creatingaroworcolumnetc.withanswered questions) 4. Youcanofcourseadaptthisformanydifferentlanguagepoints.Itagoodwaytointroduceagame elementintothetypicalmingleor'findsomeonewho'activities.Goodluck! SHORTPROJECTSTOGETTHEMTALKINGLISTS Theresnothinglikeagroupprojecttogetstudentstalkingandtheyworkwellif: 1. thetopiciscentredonthelearnersinterests; 2. thereisnotanyrealneedforextensiveortimeconsumingresearch; 3. studentscanpresenttheirworkorallytotherestoftheclass. Oneparticularlysuccessfulformatisbasedonourloveoflists.Studentsinsmallgroupsworktowards compilingatopfive.Examplesoftopfivetopicsare... 1. OurtopfivefavouriteEnglishrecords/musicvideos(includingafinalpresentationwiththeirnumber onesongorvideoorlyrics). 2. Ourtopfiveauthors/books/poets(notjustEnglishspeaking)studentscanbeencouragedtosay whytheyliketheauthor,giveadescriptionofthetypeofbookorreadanextractfromapoem. 3. Ourtopfiveadverts(magazineorTV)withafinalroundupshowingtheadsanddescribingwhythey areeffective.Thisworkswellwithstudentsstudyingbusiness. 4. OurtopfiveTVprogrammes(restricttoEnglish/Americanonesifappropriate). 5. Ourtopfivedesigners/painters/paintings/buildingsincludinganoraldescriptionof,forexample, onepainting. 6. Ourtopfivediscoveries/scientists/areasworthyofresearchincludingdiscussionofthe contributionsmadetothescientificfieldandtomankind. 7. Ourtopfiveteenagefashions/teenagestatussymbols(e.g.mobilephone,moped). 8. OurtopfivewebsitesforstudentswhousetheInternetalot.Thiscanincludeadescriptionofthe site,itsusersandthereasonswhyitissogood. SUPERLATIVEQUESTIONS Thisactivitypractisesthesuperlativesinquestions,andgeneratesagreatdealofstudentspeaking.Itis ahighlypersonalisedactivity,askingthestudentstotalkabouttheirownexperiencesandopinions. 1. Prepareindividualquestionsonslipsofpaper.Thequestionsshouldallusethesuperlativeform.For example, a. What'sthemostinterestingcountryyouhavebeento? b. Whatsubjectare/wereyouworstatschool? c. Whatisthetallestbuildingyouhavebeenin? d. Whoisthestrangestpersonyouhavemet? e. Whatisthegreatestproblemintheworldtoday? 2. Youcandesignthequestionssothattheysuityourclasswell. 3. Giveeachstudenttwoorthreequestions 4. Putthestudentsinpairs.

5. 6. 7. 8. 9. 10. 11.

Theyintervieweachotherencouragethemtotalkextensivelyinresponsetothequestions Afterfivetotenminutes(dependingupontheamountofconversation),callout'STOP' Now,swapthepartnersround Thestudentsinterviewtheirnewpartner. Afterawhile,stopandswap Dependingonthesizeandenergyoftheclass,keepstoppingandswapping. Onceyouthinkyouhavestoppedandswappedenough,askthestudentstoreturntotheiroriginal seats. 12. Toroundoff,theyshouldtelltheirneighbouraboutsomeoftheanswerstheyreceived.

Recently,Ididthisactivitywithaclassof16intermediateadultstudents.Theyswappedpartnersfive times,andintotaltheactivitylastedonehouronehourofnearlynonstopstudenttalkingtime. Ithinktheactivityworkedbecausealthoughthestudentsaskedthesamequestionstoeachpartner, theyofcoursehearddifferinganswersbecausethequestionsweresopersonalised.Thevarietyinthe questiontopicsalsogeneratedinterest.Everytimeyouwenttoanewpartner,youhadnoideawhat youwouldbeasked.So,allyouneedtodoisthinkofenoughquestionsforthestudents! SUMMERDESTINATIONS TheseareactivitiesthatencouragestudentstotalkabouttheirplansfortheSummer Practisedescriptionsofplacesusingphotosfromtravelbrochures.Giveeachgroupaselectionof56 places.Askthemtotaketurnsindescribingtheplaceintheirpicture:theclimate,thelocation,the activitiesyoucandothere.Makesureyouhaveagoodcontrastinclimates/urbanandrural/developed orverydesertedplaces.Theneither: a. Askeachgrouptoselecttheirfavouritedestinationfromthepicturesyouhavegiventhem.Go roundtheclassandaskthemtosaywhytheywouldliketovisittheplaceinthepicture. b. Oraskthemtousetheirpicturestopickaholidayforahoneymooncouple,agroupofteenagers andaretiredcouple.Eachgrouppresentstheirchoicetotheclassexplainingwhytheyhavechosen thisholiday,whyitissuitable. FocusonplansfortheSummer(notjustaholiday)andusethemtopreviewthelanguageneededtotalk aboutplans.Askstudentstonotedownkeywordswhileyouarespeaking:ThisJulyImplanningtowork inmyUnclesshopandImgoingtodosomereadingformyuniversitycoursenextyear.Iwouldliketo playabitoftennisandspendsometimewithmyfriends.Askstudentstodothesameexerciseinpairs. Thenotetakingwillhelpthemlistencarefully.Goroundtheclassaskingstudentstotellyouabouttheir partnersplans. Useaholidaysongtointroducethetopice.g.CliffRichardsSummerholidayorMadonnasHoliday. INTERVIEWTHEEXPERTS Threestudentssitinalineatthefrontoftheclass.Theyaretheexperts,buttheydon'tknowwhatthe areexpertsabout.Therestoftheclasschoosetheareaofexpertisee.g.cooking,carmaintenance, trees.Ignorestudentswhoshoutout'sex'or'kissing'orotherunworkabletopics. Theotherstudentsthenasktheexpertsquestionsandtheexpertsanswerthem.Eachexpertusesonly onewordatatime. Example: Theyareexpertsaboutfashion. Question:Whatcolourwillbefashionablenextyear., Expert1:I

Expert2:think Expert3:that Expert1:blue Expert2:will Expert3:not(Expert3tryingtohijacktheanswerthisisgood!) Expert1:be Expert:2:unfashionable(Expert2tryingtohijacktheanswerback) Averysimpleandeffectivespeakingactivitywhichtherestoftheclassenjoyslisteningto.Animportant consideration. DISCUSSIONBINGO IhaveanactivitywhichIusewithmyintermediate/advancedstudents.It'scalled'discussionbingo'and Iuseittogetstudentsusingsetphrases. 1. Constructa10x4gridandineachsquareplaceaphraseoftenusedindiscussion(Canyouexplain? Really!,WherewasI?,Isthatclear?,CanIaskaquestion?etc.).You'llhavetotailorthephrasesto yourgroupbutIusuallysetalimittohowmanyhavetobeused. 2. Theobjectistogetthestudentstalkingandusingthephrases. 3. Theyhavetolistenaswelleachtimeaphraseisusedtheytickitoff.Thefirsttotickthemall(a presetnumber)shoutsBingo! 4. Modifyingtherulessothattheycanonlytickoffthephraseiftheyuseitthemselvesmeansthatall havetospeak. Itworksattheendofaweek,orwhentheyneedtobelivenedupabit.Ofcourse,youhavetochange thephrasesfrequentlybutI'vealsomodifiedittoacceptanyparticularpointI'mteachinggreatfor vocabularyofcourse,butalsogrammar. MINITALKS This(diagnostic)activityisdesignedtogivestudentsfreerspeakingpracticeintheformofminitalks. Theteacherthenfocusesonaccuracyinthenextdayfollowupactivityandfeedbacksheet.Itfollowsa TestTeachTestlogic. Procedure: 1. Day1:StudentAchoosesatopicandtalksfor3to4minutesstudentsB,CandDthenask questionsaboutthecontent,theteachernotesdownproblematiclanguage 2. Day2:Theteacherinputsallthelexicalitemsandphrasesproblematicforthestudentsandfeedsin anynewitemsthatwouldimprovethetask. 3. Studentsretelltheirimprovedversiontoanewgroupandareattheendgivenanindividual feedbacksheetwhichfocusesbothonproblematicaswellasgooduseoflanguageand pronunciation. Thisactivityissuitableforanytypeofclassandanyagestudentslikeitanditisachanceforfreer speakingpracticethatisalsodevelopmental. ERASETHEDIALOGUE Ifyouhavestudentsthataren'tveryconfidentorhappyaboutspeakingthisisagoodideathatalways worksforme.

1. Makeupadialogueofsayaboutsixoreightlines,say,forexample,adialogueonmaking arrangements.Sothedialoguewouldgosomethinglikethis A'Whatareyoudoingthisevening? B'Nothingmuch,why?' A'Wouldyouliketocomeanddrinkacupofteawithmeinthecafe?' B'Yes,I'dloveto.Whattime?' A'Hmm,shallwesay6o'clock?' B'That'llbegreat.Seeyouthen A'OK.Seeyoulater.Goodbye' B'Seeyoulater' 2. ThisisrelativelysimpleEnglishbuttheaimistomakeitaslivelyandrealisticandasnaturalas possible. 3. So,thefirstthingIwoulddoistowritethisdialogueontheblackboardandthenIwoulddrillit.I getthewholeclasstorepeateachlineaftermeanumberoftimesuntiltheysoundverynatural. 4. Thenoncewe'vebeenthroughthisdialogueafewtimesIwouldbegintoeraseafewofthe wordsfromeachline.Forexample,inthefirstline'Whatareyoudoingthisevening?'Iwould perhapserasethewords'are'and'doing'tofocusonthegrammarpoint. 5. Thenwewouldgothroughthedialogueagain,thistimewiththeclasstryingtorememberthe completelineswithoutmepromptingthemandthenwewoulddrillitagainwithoutthose words. 6. ThenIwillerasesomemorewords,sothistimethefirstlinemightbe'What..', 7. Ofcoursethey'renotallowedtowriteanythingdownduringthisthey'renotallowedtocheat anditbecomesabitofagame. 8. Finally,youendupwithmoreandmoreofitbeingrubbedoffuntilyouhavethedialoguewith justperhapsoneortwowordsineachlineasprompts.Thenallthestudentstrytosayitall togetherandit'sbecomefunandthey'renowconcentratingonrememberingandthey'relosing theirinhibitionsaboutspeaking.Thefinalpracticecouldbedoneinpairsandthestudents shouldthenwritethedialoguedown. Youcanuseanydialogueyouwant,foranysituation.Itcouldalsobethebeginningofaconversation, whichthestudentspractiseinthisway,andthenhavetocontinuefromtheirimagination. FUNDISCUSSIONOFCONTROVERSIALTOPICSTHETAPINDEBATE The'TapInDebate'isafunwayforstudentstodiscusscontroversialtopics.Itisexcellentforspeaking andlisteningpractice. Basically,youneedacontroversialtopictostart.Onceyouhaveestablishedacontroversialtopic,divide yourstudentsintotwogroups;thosewhoagreewiththestatementandthosewhodisagree.Theynow preparetheirarguments.Onceyouhavedonethis,arrangeyourchairssothattherearetwohotseats facingeachotherandthenplacechairsbehindeachofthetwohotseats(enoughforallofyour students). Theideaisthattwostudentsstartthetopicofconversation,tryingtodefendtheirgroup'spointofview. Oncestarted,youthentapanytwostudentsontheirshouldersduringtheconversation(Alwaysone whoisinahotseatandonewhoisn't)OncetheyhavebeentappedontheshouldertheyMUSTstopthe conversationandtwonewstudentsmustresumeitexactlywheretheothertwoleftit,evenifthisisin midsentence(theychangeplaceswiththepersoninthehotseat).Theymustmakeitcoherentand followthepreviousopinionsandstatements!Theymustcontinuethesentenceofthepreviousspeaker exactlywherethepreviousstudentinthehotseatleftit!

Ilikethisactivityespeciallybecauseitinvolvesallthestudentsandtheycan'taffordtosleepontheback seatsbecausetheyknowtheywillwreckthelessoniftheydo! Oneotherpoint:preteachsomeusefulvocabularytheycanusepriortodoingit.Forexample,the vocabularyassociatedwiththetopicorwhichpeopleuseindebatese.g.Idisagree,Ithinkyouareright, Inmyopinion,tobehonestetc. MOTIVATINGSPEAKINGACTIVITIES Thestudentsmustbemotivatedtospeak,orneedtospeakinordertocompletetheactivity.Forthelast coupleofyears,I'vespecialisedinteachingchildrenaged610(mainlyatbeginnerlevel),butIdon'tsee whysomeofthesebasicprinciplescan'tbeappliedtolearnersofanyage.Atthisage,thelearners aren'tmotivatedbynewlanguage,they'remotivatedbyanactivity.Itcanbeverydifficulttogetthem tospeakiftheyreallydon'tseethepoint.Youcanapproachthisbyfocussingonthefollowing. 1. Thefunctionofthelanguageanduseanauthenticornearauthentictask(e.g.getthemtositback tobacktopractisespeakingonthetelephone). 2. Amotivatingtask,whichusesthelanguageyouwantthemtopractise(e.g.studentswritequestions onsmallsquaresofpaperusingthetargetlanguage,thenformthepapersintoaboardgametobe playedusingdiceandcounters.) Herearesomepossibleexamples,whichapplytooneoracombinationoftheabove. 1. Apopular,wellknowntypeofactivityistheinformationgap.Inthistypeoftheactivity,onegroup hashalfoftheinformationrequiredtocompletethetaskandtheothergrouphastheotherhalf(or pairsofstudents).Thetwogroupsneedtoexchangeinformationtocompletethetask.Possible examplesoftasksare: 2. Makinganarrangement:eachgrouphasadiary,withappointmentsalreadyfilledin.Theyneedto exchangeinformationinordertoagreewhentheycanmeet. 3. Giving/receivingdirections:2setsofmaps,eachwithinformationmissing.2setsofdirectionsfor thesemissingplaces.Thestudentsagainneedtoexchangeinformationinordertocompletetheir maps. 4. Crosswords:eachgrouphassomeoftheanswers.Theyneedtomakeupappropriatequestionsand thenexchange,oraskappropriatequestions.Hopefully,thestudentswillbemoreconcernedabout completingthecrossword,ratherthanworryingaboutspeaking. 5. Foralisteningtext,inwhichthestudentswouldnormallylistentoatapeinordertofillinthegaps. Whynotgiveeachgrouphalfoftheanswers?Theyarethengiventheopportunitytoexchange information.Theycanlistentothetapeafterwardsasafinalcheck. HerearesomeexamplesofotheractivitiesIusewithmyyoungerlearners. 1. Secretlyputanobjectinapaperbag(orhideitbehindme,orwritetheword,ordrawapicture).I thengetthestudentstoguesswhat'sinthebag,byaskinganappropriatequestion.Thestudent whoguessescorrectlytakesoverfromme.Dothisacoupleoftimes,andthenletthestudentstake over.Groupvs.group,orinpairs. 2. Findyourpartner.Informationiswrittenonslipsofpaper,whichcanbematchedinsomeway.Each studentreceivesapaper,thentheclassmingleandexchangeinformationinordertofindtheir partner.E.g..foragroupof10students,topractisecolours.Colourin5slipsofpaperandwritethe wordsforthesecoloursontheotherslips.Studentsaskeachother"Whatcolourhaveyougot?"in ordertofindtheirpartner.(Thepointofthisactivityfromthestudentsperspectiveisfindingtheir partner,notnecessarilythepracticeofthelanguage.) 3. Thefollowingexamplemaybeappropriateformoreadvancedstudents.Icallthisactivity'Find someonewho'.Eachstudentwritestheendofthesentenceontheirownpieceofpaper.The studentsthenmingleandhopefullyconversationsarestarted.(Thestudentscanalsousequestions forthisactivitye.g.Whenwasthelasttimeyou.?)

THIRDCONDITIONALGUESSINGGAME Thisisasimplegameforspokenpracticeofthethirdconditional. 1. Askastudent,avolunteerhopefully,toleavetheroom.Whilethatpersonisoutoftheroomyou andtherestoftheclassdecideonsomethingveryunusualthatcouldhavehappenedwhilethey wereoutoftheroom.Agoodexampleistwostudentsgetmarried,theOHPexplodes,basically whateverthestudentscansuggest. 2. Then,thepersonwhohaslefttheroomcomesbackinandaskseachstudentinturnonlyone questionandthefullquestionis'Whatwouldyouhavedoneifthishadhappened?' 3. Andeachstudentinturnanswersinafullsentenceforexample,'Ifthishadhappened,Iwouldhave boughtsomeflowers' 4. Now,theymustn'tmentionthenamesofanyoneinvolvedbecauseattheendthestudentwhois guessinghastoworkoutwhathappenedtowhomand,iftheycan't,youcangoroundagainwith newanswers. 5. [Asthisisforspeakingpractice,thestudentsshouldusethecontractedformfortheconditional grammar'Ifthis'dhappened,Iwould'veboughtsomeflowers.'] PREPOSITIONBASKETBALL Thisisalivelyactivitytopractiseprepositionsofplace:"Let'splaybasketball!" Chooseaspotintheclassroom(acorner,theteacher'sdesk...)andplacethereseveraldifferentobjects (pens,rubbers,booksetc)atrandomandasmallboxorabagthatrepresentsthebasket.Decidewith yourstudentshowmanypointsyouwillscoreiftheysendtheball(youcanmakeaverysimpleballwith apieceofpaper)intothebasket(youcouldgive3or5points,dependingonhowdifficultitis). Whatisfunisthateachstudent,evenifhedoesn'tsucceedinthrowingtheballintothebasket,will scoreonepointforeverycorrectdescriptionofthefinallocationoftheballthathe/shecansay:"The ballisbehindtheredpen","Itisundertheteacher'sdesk",etc.Insuchaway,itoftenhappensthata studentscoresmorepointswhentheballdoesn'tgointothebasket,dependingonthestudent'sability tousethecorrectprepositions. Youcanchooseifyouprefertodividetheclassintoteamsormakeanindividualcompetition.Students havealotoffuninpractisingthisactivitythatissuitableforchildrenandteenagersaswell. RUNNINGDICTATION Thisisalivelyactivitythatpractises,speaking,listening,writing,walkingandremembering! 1. Chooseashortpassageordialogueandmakeseveralcopies.Putthecopiesuparoundthewallsof theclassroom(oreventheschoolbuilding). 2. Putthestudentsinpairsorsmallgroups.Theaimisforoneofthestudentsineachpairtowalk(or run!)toreadthepassageonthewall.Theyremembersomeofthepassageandwalk(orrun!)back totheirpartner.Theyquietlydictatewhattheyrememberedtotheirpartner,whowritesitdown. Theythenswaproles.Overseveralturnstheywillbuildthewholepassage.Thismeanstheyreally dohavetorunbackandforthbecausestudentswillonlyrememberthreeorfourwordsatatime. 3. Thewinningpairistheteamthatfinishesfirstalthoughyouneedtocheckformistakes.Ifthereare mistakes,theymustkeepwalkingtocheck! 4. Agoodideaistoteachthempunctuationvocabularybeforehandifyouwantthemtousethe correctpunctuationinEnglish.It'sagoodwaytocheckspellingandfabulousforpronunciationand greatmemorytraining!