Games in the ESL Class (Over 100 Games) (1)

8/13/2019 Games in the ESL Class (Over 100 Games) (1)

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Games for the ESL Students

LETS HAVE FUN


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ContentGames in the ESL Class Pg.

!ntrodu"tion Pg. # $%hat are Games& Pg. 'e"iding %hi"h Game to Use Pg. $The Ad(antages of Games Pg. $ # )Find Someone %ho... Pg. *%hen to Use Games Pg. * # +,

Using Games in Tea"hing English to -oung Learners Pg. ++

Ho to Choose a Game Pg. ++Hints and Suggestions Pg. ++The /0agi" 0at"h1o2/ Game Pg. ++ # +3

Language Learning Games 4 Pg. +5

Got"ha 6 the S7elling 8ffi"e Got"ha Pg. +59e"urrent Pi"tures Pg. +5 # +:The S7elling 8ffi"er Pg. +;

Si2 Games for the ESL Classroom Pg. +

%h< Use Games Pg. +Some Ad(i"e Pg. +Game +4 %his7er Cir"les Pg. +Game 34 0at"h and Cat"h the 9iddle Pg. +$

Game 54 Cra=< Stor< Pg. +)Game :4 0issing Headlines Pg. +)Game ;4 Find the 'ifferen"es Pg. +)Game 4 The Se"ret Code Pg. +*Con"lusion Pg. +*

Games and A"ti(ities for the English as aSe"ond Language Classroom Pg. 3,

Cat"hing u7 on C?s Pg. 3,Se"ret Code @'ifferent Version Pg. 3,

Cra=< Stor< !! Pg. 3+Classroom 9ules4 0ust and 0ustn?t Pg. 3+'igital Camera S"a(enger Hunt Pg. 33Ta1oo Pg. 33>ee7 Game Pg. 35%ords >eginning ith a Gi(en Lette r Pg. 35

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ContentCounting Liar Game Pg. 35A"t 8ut an A"ti(it< Pg. 3:Va"ation Cards Pg. 3:Headmaster Game Pg. 3;Can -ou Find %hat !s 'ifferent& Pg. 3;Guess the Letter on -our >a"B Pg. 3;Fold#o(er Stories Pg. 3'es"ri7tions Pg. 3Guessing the %ord from a 'ra ing Pg. 39e(ie ing Tenses Pg. 3$Find Parts of S7ee"h of %ords in a Senten"e Pg. 3$ThinB Fast Pg. 3)Al7ha1et Liar Game Pg. 3)Sur(i(or S7elling Game Pg. 3*%hat?s -our Name& Pg. 3*Human >ingo # Getting to Dno -ou A"ti(it< Pg. 5,

>all Game Pg. 5+Getting to Dno a Little 0ore a1out -oure Classmates Pg. 5+'ra the Tea"her Pg. 53A"ting Ad(er1s Pg. 53Su77ose That Pg. 55Cut#U7 Senten"e Da1adi Pg. 55%riting !dea Pg. 55S7in one Pg. 55Pre7ositions Game Pg. 5:0artian Pg. 5:Pun"tuation Game Pg. 5:

Good 0orning >alls Pg. 5;Air# rite Pg. 5;Lost in a ungle Pg. 5!ntonation Fun Pg. 5$Truth or Lie& Pg. 5)S


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ContentThe Game of Truth Pg. :)!n(itation to an Annual 'inner Pg. :)0o(ie 9e(ie Pg. :*Stor< telling 6 0emor< Game Pg. :*Tea"her Pg. :*0ini Plarag Game Pg. ;;

Adding to the Stor


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Content

FL- S%AT Pg. $*Po7 Pg. ),Career Letters Pg. ),Learning 0onths of the -ear Pg. )+Personal Sur(e< Pg. )30< To n Pg. )5Class 0i2er Pg. ):Add a %ord Pg. ):Time !ndi"ators Pg. );Fli7 a Card Pg. )>ingo @%ith irregular (er1s Pg. )$/ eo7ard


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Games in the ESL Class

One useful strategy to encourage language acquisition is using language games. When usinggames in the classroom, it is beneficial for teachers to have a complete understanding of thedefinitions of games, which usually are defined as a form of play concerning rules, competition,and an element of fun. Teachers should also consider the advantages of games: the ability tocapture students' attention; lower students' stress; and give students the chance for real

communication. astly teachers need to assess how to use games appropriately in the classroom.!t is important to choose an appropriate time and integrate them into the regular syllabus andcurriculum. "owever, because of the limitations of the syllabus, games often cannot be used, asmuch as they should be. Therefore, it may be challenging for teachers to try to add some games inclass in order to develop students' #nglish proficiency of the target language.

!ntrodu"tion

$ome teachers thin% that language games are a waste of time and prefer not to use them inclassroom since games sometimes have been considered only for its one element that is fun. !nfact, games can provide #& and #$ students more than that. mong several strategies used to

improve students' proficiency such as visual aids, ( )(omputer ssisted anguage earning*,drama, role+play, and so on, games are another useful strategy to promote students' languageproficiency. This paper aims to give a clear understanding of what games are and why and howgames are used in the classroom.

%hat are Games&

anguage games are not activities mainly aimed to brea% the ice between students or to %ill time.yrne )- /* gave the definition to games as a form of play governed by rules. They should been0oyed and fun. They are not 0ust a diversion, a brea% from routine activities, but a way of gettingthe learner to use the language in the course of the game. $imilarly, 1ill "adfield )- 2* defined

games as 3an activity with rules, a goal and an element of fun.3

Therefore, games involve many factors: rules, competition, rela4ation, and learning, in particular.The main focus of using game in class is to help students learn and have fun. "owever, to usegames in classrooms, it is equally important that before playing the rules of the games are clearlye4plained and well understood by the students. There should be only a few, well+e4plained rules.5emonstrations also can be very helpful because it can help students understand the game andhelp them follow the rules. Otherwise, they will misunderstand the purpose of the game and theymay not get the benefits they should from the game. &or e4ample, if students do not understandthe rules of the games called 35ictation 6ame3 and 0ust write without following the instructions,then it is 0ust an e4ercise in copying, and it doesn't help students with accuracy, pronunciation, or

spelling at all.

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!n playing games, competition is very important because it can stimulate and encourage studentsto participate in the activity since naturally they want to beat the other teams. s it happens, in thedictation game students run as fast as possible, remember as much as they can and spea% asloudly and clearly as they can. They run quic%ly bac% and forth, trying to memori7e the content asmuch as possible. While playing, students have fun, rela4, e4ercise, and tease their friends. partfrom having fun, students learn at the same time. They acquire new vocabulary along with itsspelling and pronunciation. $tudents begin to reali7e that they have to spea% or pronounce thewords clearly if they want others to understand what they are saying.

'e"iding %hi"h Game to Use

There are a great number of language games. $o teachers have a variety of choices. "owever, indeciding which game to use in a particular class and which games will be most appropriate andmost successful with their students, teachers must ta%e many factors into account.

Teachers should first consider t he level of the game to fit their students' language level. Theyshould choose the game that fits the purposes of that class or the content. 8oreover, teachersshould consider students' characteristics: whether they are old or young, serious+minded or light+hearted, and highly motivated to learn or not. They should also consider when the game should beused because there is a big difference between using the game in the morning or in the afternoon,on 8onday or &riday.

!n addition to the factors mentioned, teachers should also be able to play and overact sometimesto help students feel comfortable and want to 0oin the activity. This means teachers shouldthoroughly understand the game and its nature and be able to lead the game.

!t is quite difficult to find a game that meets all of the teachers' requirements. $ome games must beadapted in order to fit students' language level, natures, and characteristics. The most importantfactor is that games should be used when they can give students both fun and educationalmeaning otherwise they will be a waste of time.

The Ad(antages of Games

#ven though games are often associated with fun, we should not lose sight of their pedagogicalvalues, particularly in second language teaching. 6ames are effective because they providemotivation, lower students' stress, and give them the opportunity for real communication.

The main reason why games are considered effective learning aids is that 3they spur motivationand students get very absorbed in the competitive aspects of the games; moreover, they try harderat games than in other courses3. 9aturally when playing games, students are trying to win or tobeat other teams for themselves or on the behalf of their team. They are so competitive whileplaying because they want to have a turn to play, to score points and to win. !n the class, studentswill definitely participate in the activities. Therefore, it is possible for a teacher to introduce students

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to new ideas, grammar, and %nowledge and so on. s in the dictation game, students are socompetitive that they want to finish first and win. !t can be clearly seen that games can capture

$tudents' attention and participation. They can motivate students to want to learn more. 8oreover,they can transform a boring class into a challenging one.

nother reason why games are often used in language classes is that they lower students' stressin the classroom. !n conventional classrooms, there is a lot of stress put on students trying tomaster the target language. It was once said that:

3...Stress is a major hindrance in language learning process. This process [Learning language intraditional way is by its nature time consuming and stress provoking... ... raise the stress level to a

point at which it inter eres with student attention and e iciency and undermines motivation. ..... onemethod has been developed to make students orget that they are in class ....rela! students byengaging them in stress"reducing task #games *.3

There is a high level of stress in the classroom because students have to face unfamiliar orun%nown grammatical structures, words, te4ts and so forth. Therefore, students often feeluncomfortable and insecure in class, which inevitably affects their ability to learn. s a result,games can help lower their an4iety, ma%e them feel comfortable, and want to learn more. !t isbelieved that when students play games, they rela4 and have fun. $ince students %now that theyare playing games and want to communicate efficiently t hey do not worry about ma%ing mista%esand do not try to correct them in every single sentence. When students are free from worry andstress, they can improve their fluency and natural spea%ing styles.

9e4t, students learn without reali7ing that they are learning. &or instance, when playing a gamecalled 3What Would ou 5o !f


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Find Someone %ho...

i%es roc% music. oves watchingmovies.

i%es to coo%. "as a pet.

(an sew. (annot swim. !s reading anovel.

oves chocolate.

"as a big family. i%es green. "ates durians. : oves #nglish.Watches T@every day.

!s having a goodtime.

"as visited three(ountries.

(an spea% twolanguages.

$tudents have to mingle around the classroom to find whoever these statements apply to and thenwrite their names in the appropriate places. Whoever can fill their page first will be the winner.While playing, students practice as%ing and answering questions. They may have to repeat thesame question several times until they get to the right person. This provides the opportunity to drilland repeat as in a conventional classroom, but with playing games it is more communicative andmeaningful. 8oreover, it will lin% students to the real world because they can actually spea% li%ethis outside the classroom. Therefore, playing games in classroom does not only give students achance to use #nglish, but it can also connect them to the real usage of language outside theclass.

Note4 ou can print out http:AAitesl0.orgA"andoutsABelly+(lassmates.html and duplicate it for yourstudents.

%hen to Use Games

!t is necessary for those who want to use games as a learning aid to be concerned about how touse them. "adfield )- 2* suggested that 3games should be regarded an integral part of the

language syllabus, not an amusing activity for &riday afternoon of for the end of the term.3 6amescan contribute to students' s%ills if they are incorporated into the classroom, particularly if they areused to reinforce or introduce a grammatical rule or structure. &or e4ample in the games called3What Would ou 5o !f


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"owever, even though games sometimes do not wor% since student have different learning stylesand preferences, and some other factors such as being used in an inappropriate time, the natureof games themselves, and even the nature of teachers, it is still worth trying to us e them in classbecause they offer several good advantages to students. anguage games used in the classroomare very effective and supportive activities in contributing to students' language s%ills andproficiency. =nfortunately, because of limitations of time and curriculum, teachers normally have tocover all the content and materials, which students will be tested on, and it is not always easy toincorporate games into the class.

9evertheless, it can be seen that games are very useful and can be used to develop students'language learning and also provide the students an opportunity to practice communication.Therefore, it is recommended that teachers try some games that may be useful to their students inorder to enhance students' proficiency and help them meet their goals, and at least to try newthings in teaching.

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Using Games in Tea"hing English to -oung Learners

!. Ho to Choose a Game

$tudents may wish to play games purely for fun. Teachers, however, need more convincing

reasons. 'Teachers need to consider which games to use, when to use them, how to lin% them upwith the syllabus, te4tboo% or program and how, more specifically, different games will benefitstudents in different ways. 'The %ey to a successful language game is that the rules are clear, theultimate goal is well defined and the game must be fun.

elow are some questions which we might consider as we choose a game:

Which language does the game target< Which s%ills does it practice< The language s%ill focus could be any one of the ma0or s%ills

of listening, spea%ing, reading or writing. What type of game is it"O9#*" + + 5 + # part of the body )"# 5*9 + # + = + # + N n important person )N=##9*

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Si2 Games for the ESL Classroom

Well+chosen games are invaluable as they give students a brea% and at the same time allowstudents to practice language s%ills. This paper provides some sample games that can be used inthe language classroom.

%h< Use Games

anguage learning is a hard tas% which can sometimes be frustrating. (onstant effort is required tounderstand, produce and manipulate the target language. Well+chosen games are invaluable asthey give students a brea% and at the same time allow students to practice language s%ills. 6amesare highly motivating since they are amusing and at the same time challenging. &urthermore, theyemploy meaningful and useful language in real conte4ts. They also encourage and increasecooperation.

Some Ad(i"e

6ames should be regarded as supplementary activities. The whole syllabus should not be

based on games only ++ even for young learners. When choosing a game, the teacher should be careful to find an appropriate one for the

class in terms of language and type of participation. Once the game has begun, the teacher should not interrupt to correct mista%es in language

use. The teacher should not compel an individual to participate. $ome learners may not want to

participate due to personal reasons. &orcing students to participate usually does not havesuccessful results.

game which loo%s wonderful on the paper may not wor% in the actual classroom setting. !fit is tiring or boring, it should be stopped.

6ive clear instructions. =nless the learners %now what he is e4pected to do and how to do

it, the aim cannot be achieved, and the game cannot be played.

!n order to demonstrate how to use games in the classroom, some e4amples are provided below.

Game +4 %his7er Cir"les

Aim : $pea%ing )using a whisper*, pronunciation, listening, grammar )it ta%es ...to do ...* Notes :

-. 5ivide the students into groups of to -2.D. (hoose one leader from each group. 6ive the leaders the card which has the

sentence 3!t ta%es about si4 seconds for something you drin% to reach your stomach.3 s% him to memori7e the sentence, go bac% to his group and whisper what he hasread on the card to the person on his right. #ach person will whisper the sentence tothe ne4t person and the sentence can be said only once. The last person will say thesentence out loud. !f the sentence is the same with the one written on the card, thatgroup wins.

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Game 34 0at"h and Cat"h the 9iddle

Aim : Feading silently, reading aloud, pronouncing segmental and supra segmental featurescorrectly, listening selectively, grammar )simple present tense*, linguistic and nonlinguisticreasoning.

Notes :-. 5ivide the class into two groups: The N=#$T!O9 group and the 9$W#F group.D. 6ive the questions to the first group and the answers to the other group.E. #ach student in the first group is supposed to read the question he has aloud and

whoever has the answer in the other group reads the answer aloud.G. !f the question and the answer match, put the students in pairs. !f they don't, continue

till the right answer is found. #ach student can read his part only twice. When allquestions and answers are matched as% the pairs to read the riddle they have 0ust forfun.

Some Suggested 9iddlesUEST!8NS ANS%E9S

What animal is gray and has a trun%< mouse going on vacation

What animal eats and drin%s with its tail< ll do. 9o animal ta%es off its tailwhen eating or drin%ing.

Why do mother %angaroos hate rainy days< ecause then the children have toplay inside."ow can you tell the difference between a can of chic%en soupand a can of tomato soup< Fead the label.

Why is an eye doctor li%e a teacher< They both test the pupils.

Why did the cross+eyed teacher lose his 0oblace a des% in the front of the room facing the class, so that someone sitting it has their bac% tothe board and can't read it. >lace another des% in front of it, so the teammates are facing eachother.

>ic% a team to go first, and have them choose a card. "ave the teammates decide who will guessand who will tal%. The guesser sits with their bac% to the board. On the board, ma%ing sure theguesser can't see, write the circled word as well as the other taboo words. The tal%er then has totry to ma%e their partner guess the circled word without saying it, or any of the other words. fterthey guess it have another group come up. When all the groups have gone, do it again and havethe teammates switch roles.

8y students really en0oy this game, so much so that they often give the guesser clues even when itis not their teamH !t's a great way for students to practice forming sentences, and it forces them touse words and structures they might otherwise not use.

>ee7 Game

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Le(el4 #asy to 8edium

(hoose around -2 volunteers to come and stand in a line at the front of the classroom. The firststudent in line must begin counting from -, and each student in turn calls out the ne4t number."owever, every Gth number must be replaced by the word 3beep3 )or bu77 etc.*. &ollowing a3beep3 the ne4t student in line must call out the ne4t number, and not the number that has beenreplaced. &or e4ample, -, D, E, beep, /, P, , beep, etc.

!f a student hesitates too much or ma%es a mista%e heAshe must sit down, so eventually only onestudent remains. Whenever a student sits down, begin from - again. $ee how far you can getH

%ords >eginning ith a Gi(en Letter

Le(el4 8edium to 5ifficult

The teacher chooses a letter from the alphabet. Then each student must say a word that beginswith that letter. !f a student repeats a word that has already been said, then heAshe is out of thegame. The game ends when only one student remains. That student is the winner. !n high levelclasses students lose if they say a past form of the verb. #4ample: see+saw. ou can increase thedifficulty by adding a timer. Only allow each student / seconds to thin% of a word.

Counting Liar Game

Le(el4 ny evel

This game is similar to the lphabet iar game e4cept it deals with numbers and adding the 3$3sound at the end of plural nouns, all you need is a dec% of cards.

5ivide the students into groups of G to P. 5eal all the cards from the dec% to the students. Theplayer who has the D of $pades begins. This player puts down his D of spades and any other D hehas in his hand & (# 5OW9 in a pile and proceeds to say 3one D3 or 3two D'ssss3 then ne4t playerproceeds to put down his E, then G, then / etc...

et's say the player doesn't have the card he is supposed to put down, for e4ample a E, the playermust try to 3lie3 or fool the other players into thin%ing he has the card so he can play... if otherstudents have any doubt they shout 3liar3 if the player was lying he then pic% up the pile at thecenter of the table. !f the player who is accused of lying was telling the truth it is the player whoaccused him who must pic% up the pile in the center.

ll players 8=$T put down a card when it is their turn, even if they do not have the required card.The game is over when one of the players has no more cards.

! use this game to help practice the 3s3 sound at the end of plural nouns cause most students havea tendency to say 3there are D dog3 rather than 3there are D dogssssss3 this game really helps themessage get through. RRR&or better e4planations see the alphabet liar game. RRR

A"t 8ut an A"ti(itrepare a te4t that contains prepositions. Ta%e out the propositions and print them on a separatesheet, then cut this sheet so that each preposition is on a piece of paper, then put all of them in anenvelope. 5ivide the class into groups and give each group an envelope. Tell the students that youare going to read a te4t and whenever you raise your hand they should bring a suitable prepositionand put it on your des% and that the fastest team would get points. Fead the te4t with each groups'order and cancel a point for each mista%e. &inally read the te4t with correct prepositions. ou canplay this game with ad0. as well as a, the and, an.

0artian


Tell your class you are a 8artian and you inhabit a human body to study human ways. ou thenas% about virtually anything in the room, and as% follow up questions:

What is this

#T(...

ou can ma%e it as difficult as possible for your higher level students; at some point, though, you'llneed to say 3OB, ! understand3, and go to the ne4t ob0ect. #ven your best students will eventuallyget stuc% on this oneH

Pun"tuation Game

Le(el4 ny evel

! came up with this game to help the students understand what the mar%s of punctuation are. 5rawa period ).*, a comma ),*, a question mar% )alls34


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Le(el4 ny evel-. ou have three different colored balls, )they should be very light weight, small balls*.D. 6et the class to ma%e a circle.E. Then give three people a ball.

o Fed all + 6ood 8orningo 6reen all+ "ow are you#$.

6rooms dress in blac% and F!5#$ in W"!T#.

>eople wave their hands when they say good #.

The oceanCs blue and so is the $B .

Our # #$ shed tears when we (F .

We must WF!T# letters from left to F!6"T.

Foosters crow in the mornings at si4 or &!@#.

>eople throw F!(# to the groom and F!5#.

We stretch and yawn when we feel so T!F#5.

s you can see ! repeated the AaiAsound to create a special sensation to the ears. These questionscan also help you to teach pronunciation and intonation if you read them with the proper rhythm.

L!STEN!NG EKE9C!SE @S8NG PU LE


! really li%e this activity because it is easy and fun. $tudents will say #nglish is music to my earsH

&or this e4ercise you will need the lyrics of a song in #nglish. ou will need several copies, one foreach student .(ut the lines of the song .The students will try to put the song in order. ou will playthe song as many times as necessary. The student who finishes first is the winner.

FOUR-LETTER-WORDS43


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Le(el4 ny evel

This game has nothing to do with offensive words. ! play it 0ust for fun and the students li%e it a lot.ou will be ama7ed to see how many different words can be generated from a single wordH

-.+The teacher writes a four+letter word )not a bad word but word made up four letters* on theboard.

&or e4ample:

The teacher writes on the board: T!8#

D.+$tudents will ta%e turns generating words from the first one. The idea is to change only oneletter but generate a meaningful word.

T# ("#F.+T!8#$T=5#9T-.+5!8#

E.+ ny letter can be change. Only one at a time, but not on the same place consecutively.#4ample:

T# ("#F. + T!8#$T=5#9T-. + 5!8#$T=5#9TD. + !8# )Wrong you should change any other letter but not on the same placeconsecutively*.

T# ("#F. + T!8#$T=5#9T-. + 5!8#$T=5#9TD. + 5O8#$T=5#9TE. + (O8#$T=5#9TG. + ( 8#$T=5#9T/. + ( 9##tc.#tc.

The teacher has to limit the time the students ta%e to write the words )may be D2 seconds*. Thestudents score a point for each meaningful word they write. !f a student ta%es too much time heloses his turn. &inally the student who ma%es more points is the winner.

0E089- GA0E @Long and Short forms

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F= #$: The same rules as the regular memory games )the only difference is they are going tomatch the long forms with the sort forms*.

&oreign students sometimes do not reali7e there are many reductions in #nglish. They feelfrustrated when they are not able to understand spo%en #nglish. This is in part to because they arenot aware of short forms. way to help them is by showing same e4pressions in both short andlong forms. #4amples:

want to+ wannagoing to+gonnaought to+outtabecause+'causea lot of+ alottasee you+seeyagot to+gottalet me+lemmigive me+gimmiwhat have+wattavetc.

! advise the teacher to read aloud the cards when the students pic% them up in order to encouragethem to repeat and learn them.

SPELL!NG 9EV!E%

Le(el4 8edium

This activity will ma%e students review spelling in a funny way. ou can create similar spellings asthe following ones:

!.-.D.(.= U ! want to see youF.=.O.B< U re you O.%.

$tand++++++ U ! understand!

P98NUNC!AT!8N >!NG8S45


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T"!$ !96O !$ &OF 9O=9+@#F $TF#$$

! came out with this idea while ! was teaching pronunciation in 8e4ico. The idea is to ma%e a bingogame contrasting the pronunciation of nouns and verbs with the same spelling. )=se a stress mar%)J*to show the students that nouns are stressed in the first syllable and verbs on thesecond*.#4amples:

pr gress+progrXssprXsent+presXntpr test+protXstc ntract+contrYctdXsert+desXrtrXbel+rebXlsZspect+suspXctc nsole+cons lec nflict+confl[ctrXcord+rec rdc nvict+conv[ct[nsert+insXrtpXrmit+perm[tetc.

When you name the cards let the students listen to the words but not loo% at them. This way theywill be able to distinguish the difference.

++++++++++++++++++++++++++++++++++++++++++++++++++++++8!9!8 > !F$ !96O

The same can be done to teach minimal pairs.#4amples:

sit+seatbut+batbought+boatsaw+sobase+vaseetc.

>.5.8 B# T"!$ 6 8# !9T#F#$T!96 6!@!96 $8 >F!L#$ TO T"# W!99#F$.

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Le(el4 8edium

! discovered this game while watching T.@. With some modifications the idea of the game is thesame:

-.+>lace a bu77 or bell inside a waste bas%et)a clean one, of course*.

D.+6et a light ball that fits into the bas%et.

E.+The student will ma%e a shot with the ball. !f the student scores the bell will ring )saved by thebell*, if the student fails an indiscreet question will have to be answered by himAher.

G.+!n advance, prepare as many cards with indiscreet questions as possible. &or e4ample:

"ave you ever cheated in a final test< "ave you ever stolen something< "ave you ever had two ormore boyAgirlfriends at the same time< "ave you ever gotten a tic%et< !f so why< "ave you everhad a nic%name< !f so, which one< etc,etc.

The point of this game is to practice as%ing and answering in a fun way. "owever, you have to bevery careful with the questions you write on the cardsH )$ome questions may be very offensive ifyou are not careful*.

THE GA0E 8F T9UTH

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Le(el4 ny evel

This could be carried out in pairs or in groups of E+G.>re+activity: The teacher should have taught students about ad0ectives and adverbs.

ctivity:students can choose a favorite movie, cartoon or television series to review. They should tal%about the main plot, actors and actresses, provide a synopsis and tell why they have chosen thatparticular movie. Once they have discussed and edited their movie review, they would have topresent in front of the others, and hand over a copy of the edited te4t to the teacher to becorrected. They may also include pictures to ma%e their movie review more interesting.

Stor< telling 6 0emor< Game

Le(el4 ny evel

s% the children \at least / to P] to sit around in a circle s% one child to say a sentence in a story form e.g. 3once there was a boy?. The ne4t child willhave to repeat that sentence and add something more to it li%e 3once there was a boy whose namewas 1ohn? !n this way the children %eep building up a story as well as remembering what theprevious sentences were. The child who forgets a line will go out of the game. This game not onlyimproves a child's memory but also encourages himAher to be creative in story telling.

Tea"her

Le(el4 ny evel

!'d li%e to wor% on games is classroom. ! have got students of any levels and games are a goodpractice to motivate students in classroom. !'d li%e to have more instructions of how to wor% withthem and if there are more suggestions of the source.

est wishes,

0ini Pla


50/97


The teacher ma%es up a little discussion which she reads or gives to a couple of children to read.#.g.

8um: ye, now. e carefulH1ohn: es, 8om. ! will.8um: 5onCt forget to write.1ohn: 9o, 8om. !Cll write every day.8um: (all me when you get there.

nd then the teacher chooses one aspect to the plays that will be improvised based on this shortdiscussion. #.g.

3 our plays must %now about a situation where somebody is leaving away. What happens< Whatdo you say< ou have / minutes to practice a little play in groups of D+/.3

!n five minutes the plays will be presented and some vocabulary can be mar%ed, if you feel li%e it.The %ids love ma%ing plays and they are pretty good in improvising incredible plays even in fewminutes.

A"ti(e >rainstorming

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52/97

A Variation on >ingo

Le(el4 ny evel

!nstead of ma%ing the cards yourself, have your students ma%e them.

-. 6et a set of review questions from your classes te4t boo% or trivia type stuff that they should%now. 8a%e sure the questions cover a variety of grammar points that you have studied.

D. 6ive each student a blan% bingo grid.E. 6et the students to fill in the bingo grid with the proper answers to the questions.G. 6o over the answers 0ust to ma%e sure every one has got it right etc.../. 9ow start the bingo game, e4cept instead of reading off the answers, read the questions.

This gets them thin%ing listening and writingAreading )three out of the G isnCt all bad eh


53/97

>ingo Ada7ted

Le(el4 ny evel

=se basic ingo board )E4E 2r /4/ with the middle crossed out*

-. $imple vocabulary bingofrom the list of words the students )$s* are required to learn they select )or DG*. Teacher to callingo D or three times until everyone %nows their card.

D. Teacher calls the words. $s with those words have to shout them out. Only the first one to shoutgets to cover the square.

E. 6rammar point or sentence structure.(all the words. The first student to shout out their word in the required structure gets to cover thesquare.

e.g. To use the present perfect. fter practicing the vocabulary $s have to say !'ve been a nurse or never been a nurse.9 the truth is not important. ! was happy with !'ve been a village once as long as they %new whatwas wrong.6ets very competitive and noisy.5o not do with a hangover unless you get the winning student to be the bingo caller.

Find Someone %ho...

Le(el4 ny evel

6et some questions from:(onversation Nuestions for the #$ A#& (lassroomhttp:AAwww.aitech.ac.0pA^itesl0AquestionsA

Write some of them on the board and as% students to tal% to each others as follows:

&ind someone who.....has already finished hisAher (hristmas shoppingETT!NGIAUCT!8N

Le(el4 ny evel

( $$ $!L#: G2

>F#> F T!O9>repare a wor%sheet with D2 or so sentences using grammar points you have recently taught. DAEof the sentences should include a grammatical mista%e. 8a%e fa%e money, it is more realistic if youuse the currency of whichever country they are living in.

> FT O9#5ivide the students into teams of / or so. The students then have -2 minutes to study thewor%sheet and decide and mar% which sentences are correct )2* or incorrect )M*.

> FT TWOeach team receives a set amount of money.The instructor)s* reads one sentence )select sentences from the list in random order*.The instructor begins to auction off the sentence. The students should try to buy only the correctsentences. The students bid and the instructor sells to the highest bidder. )This is really funH*The instructor tells whether or not the sentence is correct.!& the sentence is correct the team wins the amount which they bought if for. !f it is incorrect theteam looses the amount which they bought it for. 9 team may win the lost money buy statingthe incorrect sentence correctly. ) O= W! # $"O(B#5 TO $## #@#9 T"# N=!#T$T=5#9T$ $(F# 8!96 &OF O=F TT#9T!O9*.!& the sentence is (OFF#(T and 9O O9# bids on it, T# 8$ must pay a fine.

fter all the sentences have been read the team with the most money winsH

The students seem to really en0oy this gameH

The >rag Game

Le(el4 8edium

This is a simple game !'ve made up to practice >resent >erfect. ou ma%e up about D2+E2 sentences in >resent>erfect describing various activities one would share to brag. &or e4ample: 3!'ve eaten lunch with l 6ore3.3$pielberg has as%ed me to play in his ne4t movie3. $tudents draw a slip of paper with a statement li%e that, heAshesays it aloud to the group and they try to outdo himAher by thin%ing up a statement which would be more impressive. !tmight loo% something li%e this:

$tudent-: 3!'ve eaten lunch with l 6ore3$D: $o what< !'ve eaten lunch with ill (lintonH3$E: $o what< !'ve eaten lunch with l 6ore and ill (linton3$G: $o what< !'ve eaten 6ore and (linton for lunch3When they can't come up with something, they 0ust say WOW loo%ing impressed and move on to the ne4t statement.

$-: $pielberg has as%ed me to play in his new movie.$D: $o what< !'ve as%ed $pielberg to play in 8 new movie.$E: WOW

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56/97

They seemed to have fun with this game.

Adding to the Stors in the classroom

y: (hristine (anning+Wilson, #mail: christine.canningVhct.ac.ae

im: To give students further practice in e4panding paragraphs.

8aterials 9eeded: O"> transparenciesApensA O"> machine

$tage One: >hotocopy a bac%ground scene on to a transparency. 9e4t, put it up on the wall ne4tto the white board. s% students to write down ideas about the place.

s% the students to predict what is going to happen today in the town, mountainside, etc....

) efore the class, photocopy onto an O"> different people or animals that can be cut out anddropped into the scenery or the bac%ground*

9e4t, say 3perhaps3 to their suggestions and then begin to add a transparency character to thescene. #licit from the students information and questions about the person. Beep addingcharacters and letting students discuss possibilities and changes for the story.

fter that, in groups as% students to write a story about the scene. s% them to describe theenvironment and atmosphere in the first paragraph and to start to tell the story thereafter.

When the students complete their stories, pass the papers around for other groups to read andpeer edit before as%ing the original group to tell their story about the illustration.

Grou7 'ialogue

Le(el4 ny evel

&ollowing a simple warm+up where each person must say a word associated with the wordmentioned by the person before him or her, ! have them repeat the same procedure but withcomplete sentences, as if it were a discussion between two people. &or e4ample: student -, 3"ihow are you 1oe


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58/97

our email address does not wor%HHHH

Essa< Planning 0ade EasO$!96 N=#$T!O9 !B#:3 F# O= 5 9(!96


60/97

NA0E THE PLACE

Le(el4 ny evel

&irst prepare a list of places about D2 on separate pieces of paper and then divide the studentsinto groups of G+P. One member of the group chooses a piece of paper and between the groupsthey prepare a dialogue or mini+theatre based on their place. When all the groups have preparedtheir wor% they ta%e it in turns to read or play them out and the other students have to guess thename of the place it is ta%ing place. time limit can be based on the level of the students. ! findthis wor%s very well with students who do not have enough confidence to 0ust spea% withoutpreparation, but after the e4ercise they gain a lot of confidence by trying to spea% by not loo%ing.

variation on the 39 8# T"# > (#3 activity above is to do the same but put times of the day onthe slips of paper. $tudents have to write a dialogue s%etch to get students to guess the time ofday.

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Stop

Level: Medium to Difficult

STE 1!"n t#e to$ of % $%&e e%c# 'tudent ()ite' t#e follo(in&! c%te&o)y n%me'!

*AME+ LA,E+ A,T-"*+ A*-MAL+ "./E,T+ %nd -T E %nd T"TALSTE 2!

Someone 't%)t' '%yin& t#e %l$#% et+ A+ .+ , etc t#en 'omeone el'e inte))u$t' t#e %l$#% et telle)'#outin&! ST" :::

STE 3!Let u' 'u$$o'e t#e %l$#% et telle) (%' inte))u$ted on lette) ;


62/97

*"TE! T#i' &%me c%n e u'ed to )evie( to only ve) ' ut %l'o %d@ective'+ noun' etc

Cre!te #o$r O n Si"ile%

Level: E%'y to Medium1 )e'ent % fe( 'imile' %nd t#e '%m$le 'entence' to t#e cl%'' B)ite t#e 'entence' (it# unde)line

E= T#e % y ' '>in (%' %' (#ite %' 'no( ini'#in& u$ t#e $)o@ect y #im'elf+ t#e oy (%' %' $)oud %' % $e%coc>

2 )e$%)e fl%'#c%)d' (it# one %d@ective on e%c# Student' $ic> out one c%)d in tu)n %nd c)e%te 'imile' y u'in& t#e %d@ective on t#e c%)d Em$#%'i?e t#%t uniCue ide%' %)e (elcome -n't)ucto) '#ouldn t e @ud&ment%l+ %nd %cce$t %ny 'imile' %' lon& %' t#ey %)e lo&ic%lE= %' i& %' Mt u@i %' 'oft %' % cotton c%ndyStudent' com$%)e t#ei) ide%' %nd di'cu'' (#ic# one' %)e inte)e'tin& o) funny

3 -f time %llo(' $l%y % 'on& (#ic# include' % 'imile+ fo) e=%m$le t#e @%?? 'on& ;A' dee$ %' t#e oce%n;%nd di'cu'' t#e u'%&e %nd effectivene'' of t#e 'imile

T#i' %ctivity fo'te)' 'tudent' c)e%tivity %nd encou)%&e' t#ei) %ctive $%)tici$%tion in t#e le''on

Fin&in' t(e be%t per%on )or t(e *ob

Level: Any Level

T#e ide% of t#i' %ctivity i' to )evie( o) le%)n $e)'on%lity %d@ective'Tell t#e 'tudent' t#%t t#ey %)e t#e o(ne)' of % c%fe %nd t#ey #%ve to c#oo'e % ne( (%ite) (%it)e'' f)om % li'tof fou) %$$lic%nt' fo) t#e @oT#e te%c#e) ' $)e$%)%tion involve' t#in>in& of fou) $e)'on%lity %d@ective' fo) e%c# %$$lic%nt ive t#e%$$lic%nt' % n%me %nd % colo) "ne %$$lic%nt '#ould e ide%l fo) t#e @o + t(o neut)%l %nd t#e ot#e) tot%llyu'ele'' Afte) t#i' t#e te%c#e) ()ite' e%c# %d@ective on % 'e$%)%te c%)d u'in& % diffe)ent colo) $en fo) e%c#%$$lic%nt ou) %$$lic%nt'+ fou) colo)'+ 'i=teen %d@ective' %lto&et#e)T#e ne=t 'te$ i' to %))ive %t (o)> e%)ly efo)e t#e 'tudent' %nd #ide t#e c%)d' in 'i=teen diffe)ent $l%ce'%)ound t#e cl%'')oomB#en t#e cl%'' 't%)t'+ you e=$l%in t#e %ctivity y tellin& t#e 'tudent' t#ei) %im i' to decide (#ic# %$$lic%nt i'

e't fo) t#e @o T#e)e %)e fou) %$$lic%nt'+ e%c# (it# t#ei) o(n colo) %nd % tot%l of 'i=teen (o)d' T#e $%i)t#%t find' %ll t#e (o)d' %nd c#oo'e' t#e e't %$$lic%nt fi)'t %)e t#e (inne)' .ut fi)'t t#ey #%ve to find t#ec%)d':%i) t#e 'tudent' off Student A 't%y' $ut (#ile 'tudent . 'e%)c#e' fo) t#e #idden (o)d' B#en % (o)d i'found . mu't )e%d it+ (it#out %le)tin& t#e ot#e) 'e%)c#e)'F )etu)n to A %nd Cuietly '%y t#e (o)d A ()ite' t#e(o)d+ >ee$in& (o)d' of t#e '%me colo) to&et#e) -f . fo)&et' t#e (o)d o) t#e co))ect '$ellin&+ #e '#e #%' to)etu)n to t#e (o)d A %nd . '#ould '(%$ )ole' %fte) % num e) of (o)d' #%ve een foundAt t#e end of t#e %ctivity 'tic> %ll t#e (o)d' on t#e o%)d+ in t#ei) colo) &)ou$'+ unde) t#e co))ect n%me Allt#e 'tudent' c%n t#en di'cu'' (#y t#e %$$lic%nt' %)e %)e not 'uit% le fo) t#e @o

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T#e @o could e c#%n&ed de$endin& on (#%t 'o)t of %d@ective' you (ould li>e to focu' on %' could t#enum e) %nd difficulty of t#e %d@ective'

Vill!'e F!ir

Level: E%'y to Medium

Aim! To $)%ctice inte))o&%tive'G 'u&&e'tion'G %cce$t%nceG )efu'%l etc

E%c# 'tudent decide' (#%t (%)e' #e i' c%))yin& to m%)>et to 'ell Al'o (#%t #e (%nt' to uy to t%>e #ome

Melee ! Student' move %)ound cl%'')oom t)yin& to 'ell t#ei) (%)e'G #%&&lin& ove) $)ice'+ Cu%ntitie' etct#ey u'e l%n&u%&e 'uc# %' Ho( % out I G ,ould you m%>e t#%t I G T#%t ' % de%lG *o de%l etcEnd of 10 minute' %ll 'tudent' )e$o)t to )e't of cl%'' (#%t '%le' t#ey m%de+ (#%t t#ey couldn t 'ell %nd (#%tt#ey outDe$endin& on t#e $)oficiency of t#e cl%''+ l%n&u%&e #el$ m%y e $)ovided %t t#e e&innin&

Writin' on S(irt%

Level: E%'y to Medium1 T#e $u$il' '%y 'lo&%n' le''in&' funny $)ove) '+ etc

2 T#e te%c#e) ()ite' t#em on t#e l%c> o%)d3 T#e $u$il' t#en ()ite t#ei) f%vo)ite 'lo&%n' (it# '$eci%l m%)>e)' on T '#i)t'

A&vi+e


Aim'! To $)%ctice &ivin& %dvice %nd 'u&&e'tion' To t)i&&e) c)e%tivecont)i ution' To &ene)%te inte)%ction f)om % 'im$le )%( m%te)i%l

1 et % 'tudent to '%y t#e fi)'t 'entence elo( to #i' nei o) T#e

l%tte) m%>e' % 'u&&e'tion+ %nd &oe' on to utte) t#e ne=t of my 'entence'+%nd 'o on

2 -f t#e 'tudent' %)e % it cold+ do t#e follo(in&G &et t#em %ll to ()itedo(n % $iece of %dvice fo) t#e fi)'t 'entence on % $%&e &ive t#em timeT#en+ you c%n &o %)ound t#e cl%'' en@oyin& t#e (ide v%)iety ofcont)i ution' (#ic# %)e 'u)e to en'ue

- %ctu%lly did t#e utte)in& of t#e 'entence'+ %nd %llo(ed t#e 'tudent' to $)o$o'e t#e %dviceF

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*ote! o) 'ome 'entence' you m%y &et )e%lly o)in& %n'(e)+ devoid of %nyt#out &et t#em to modify it+ c#%n&e it % it+ '$ice it u$+ u'ec)e%tivity:

- HA E A HEADA,HE

- HATE B"


65/97

Ani"!l% )or ! D!,


Activity A

S#o( t#e 'tudent' % $#otoco$ied li't of m%ny diffe)ent %nim%l' m%mm%l'+%m$#i i%n' F+ %nd %'> t#em to c#oo'e+ individu%lly %nd (it#out '$e%>in&+%n %nim%l t#ey (ould li>e to e fo) % d%y ive t#em % minute T#en'omet#in& t#ey (on t e e=$ectin&F+ &et t#em to ()ite % fe( 'entence'+

once %&%in (o)>in& %lone+ % out t#ei) d%y+ o) t#ei) t#out' %' t#e %nim%lt#ey #%ve c#o'en ive t#em % fe( minute'

*eedle'' to '%y+ you (ill e 'u)$)i'ed y t#e im%&in%tion of you) 'tudent'+m%ny of (#om+ - elieve+ love to indul&e in moment' of e'c%$i'm 'omet#in&u' te%c#e)' >no( %ll % out:

o) e=%m$le+ - #%d % &)ou$ of five fem%le 'tudent'+ t#)ee of (#om c#o'e to e dol$#in'+ one %n e%&le+ %nd t#e l%'t % e%)

B#%t - &ot f)om one &i)l!

;- %m % e%) %nd - live (it# my f)iend' in % mount%in - %m #%$$y+ ut (#en- 'ee % #unte) - %tt%c> #im+ ut (#en - 'ee % tou)i't - '#out %t #im;

A 'econd!

;- %m % dol$#in+ ut - %m '%d ec%u'e t#ey #%ve $ut me into % $ool+ (#e)e -c%nnot move li>e efo)e K

Activity .

*o(+ (#%t you c%n do i' &et t#e 'tudent' to )e%d tell t#ei) 'to)y+ %ddin&in e=t)% it' %' t#ey &o %lon&

Activity ,

*o(+ you c%n %'> t#em (#y t#ey c#o'e t#i' %nim%l+ %nd t#en &o on to $ic> u$on (#%t t#ey '%id+ e=$%ndin& it into % 'e''ion of e=c#%n&e' et(een t#e'tudent'+ involvin& you)'elf if you feel li>e it

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Activity D

et % l%n> $%&e %nd d)%( % ci)cle in t#e cent)e T#en+ $l%ce t#e (o)d';%nim%l in c%$tivity; in'ide t#e ci)cle ive e%c# 'tudent % co$y of t#e

$%&e %nd tell t#em to do %n -*D- -D AL )%in'to)min& e=e)ci'e on t#e (o)d'in t#e ci)cle T#%t i'+ &et t#em to d)%( line' f)om t#e ci)cle+ e%c# linele%din& u$ to % (o)d o) im%&e 'u&&e'ted y t#e %nim%l ' 'itu%tion ivet#em %ll % fe( minute' to do t#i'

T#i'+ (e c%n c%ll % (o)d m%$+ o) even % mind m%$

*e=t+ &et e%c# 'tudent to )e%d out t#e ide%' t#%t c%me '$ont%neou'ly intot#ei) #e%d' %' t#ey t#out ou c%n %ll m%)vel %t t#e num e) ofdiffe)ence' o) 'imil%)itie' t#%t %)i'e+ %nd &o on to di'cu'' t#e m%tte) ofc%$tive %nim%l'

Don t fo)&et to Cue'tion 'tudent' on (#y t#ey $ut in 'uc# %nd 'uc# % t#in&B%tc# out fo) 't)%n&e conce$t':

ut %ll t#e $%&e' to&et#e) 'o t#%t t#e 'tudent' c%n 'ome#o( 'ee t#e (o)>c%))ied out y t#e )e't

e)#%$' no(+ %' % &)ou$+ t#ey could %ll focu' on t#e m%in %'$ect' of%nim%l' in c%$tivity

ou could t#en move on to de %te i''ue' li>e end%n&e)ed '$ecie'+ (#%le#untin&

Activity E

.F T- E S


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Activity

He)e+ you could mention t#e $)o' %nd con' of #%vin& % dome'tic %nim%l % $et %t #ome

Ani"!l% O$r Frien&%


-n e )u%)y of 1998+ % Some)'et ne'' fell it 'eemed #e(ould e left t#e)e %ll nitG #i' le& #%d een c%ut ene%t# t#e (#eel'T#e %)e% (%' )%t#e) i'ol%ted %nd no ody #e%)d #i' c)ie' e=ce$t % $%))ot

$e)c#ed on % c%)%v%n in % ne%) y c%m$ 'ite T#e i)d mimic>ed t#e m%n 'c)ie'+ (#ic# i' %$$%)ently no)m%l e#%vio) fo) t#i' ty$e of %nim%l+ %nd%le)ted t(o men (o)>in& in t#e %)e% T#e'e )eve)'ed t#e v%n off t#e in@u)edm%n+ (#o+ in t#e end+ only #%d 'lit in@u)ie'

Activity A

H%ve you eve) een in % 'imil%) 'itu%tionI H%' %n %nim%l eve) #el$ed you in'ome (%yI

Activity .

Do you t#in> %nim%l' %)e nece''%)y fo) #um%n'I B#yI

E=%m$le'!

,om$%ny)otection,o'metic te'tin&

Activity ,

Li't t#e mo't #el$ful %nim%l'+ %nd (#y

E=%m$le'!

1 T#e ele$#%nt c%n t)%n'$o)t u' %nd $ull t)ee'2 Do&' >ee$ u' com$%ny3 S$ide)' e%t flie'4 ,o(' &ive u' me%t %nd le%t#e)

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5 6

Activity D

*e&%tive $oint' %''oci%ted (it# %nim%l'

1 T#ey ite #um%n'2 T#ey %n'(e) t#e c%ll of n%tu)e %ny(#e)e3 T#ey %)> %nd (%>e u' u$ %t nit4 5

Activity E

S#ould (e u'e %nim%l' to te't d)u&' %nd co'metic $)oduct' onI -f you)%n'(e) i' ;no;+ (#%t (%y do you 'u&&e't in'te%dI Hum%n'I o ot'I

Activity

B#en you %)e %t #ome+ 'tudyin& o) (%tc#in& T %nd you 'ee % fly o) %'$ide)+ (#%t i' you) fi)'t )e%ctionI Do you no)m%lly >ill itI B#yI

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.,%ter, Ob*e+t

Level: Any Level

- %m te%c#in& my Level 1 ()itin& 'tudent' #o( to de'c)i e t#in&' y me%n' of $)oce'' i)'t 'econd t#enF+e=tended definition fo) in't%nce com$%)e cont)%'tF+ %nd di)ection' * S E B )it+ left+ etcF Be #%ve donet#e'e t#in&' one %t % time ut my 'tudent' %)e continu%lly m%>in& le%)nin& le%$' eyond t#e 'im$le%''i&nment' %nd - (%nt to )e(%)d t#em fo) t#ei) % ilitie' (#ile m%>in& 'u)e t#ey #%ve t#e %'ic' do(n Al'o+(e (ill 'oon e 'tudyin& t#e co))ect fo)m fo) $e)'on%l lette)' %nd - t#in> t#ey %)e )e%dy to move on Be didt#e'e t(o fun %''i&nment'!

-m%&ine % te))i le di'%'te) #%' ef%llen ou) cl%'' #e)e %t t#e nive)'ity Mon'oon+ e%)t#Cu%>e+ )%in'to)m+'no('to)m+ to)n%do+ flood+ etc F B)ite me % lette) in (#ic# you de'c)i e t#i' event %nd tell me e=%ctly #o(you )e'$onded - )%n out t#e doo) %nd tu)ned left: - )%n 't)%it %#e%d to t#e end of t#e #%ll %nd loo>ed )it%nd left etc F

Be #%d 'uc# fun (it# t#i' %''i&nment: Eve)yone &ot into t#e d)%m%: E=citin& %''i&nment' li>e t#i' )e%llyte't t#e %'ic unde)'t%ndin& of 'entence con't)uction %' (ell %' '#o( t#em #o( %ll t#e'e fo)m' (o)> to&et#e)in % $%)%&)%$# -t (%' cle%) (#en t#ey e&%n to $ut %ll of t#e v%)iou' fo)m' to&et#e) t#%t 'ome of t#em #%dnot com$letely unde)'tood di)ection' (#en t#ey (e)e not di)ectly connected (it# t#e oo> e=%m$le of 't)eetdi)ection' *o)t#+ Sout#+ %nd it+ LeftF Afte) t#i' %dventu)e in c)e%tive ()itin&+ #o(eve)+ t#ey %ll felt t#%teve)y 'o)t of de'c)i$tion (%' e%'y So+ (e (ent on to %not#e) %dventu)e t#%t (%' even mo)e fun:

A''i&nment 2! B)ite me % lette) in (#ic# you tell me % (ild 'to)y o) %n out)%&eou' lie % out you)'elf:Eve)yone loo>' u$ out)%&eou' in t#ei) diction%)yF - $)ovided t#em (it# 't%m$ed envelo$e' %nd t#e'e lette)'(e)e %ctu%lly m%iled to me 'o - #%d t#e %ddition%l fun of &ettin& $e)'on%l lette)' in t#e m%il T#e'e lette)'(e)e t#e e't ()itin& t#ey #%d done 'o f%) %nd (e)e+ in %ddition+ #y'te)ic%lly funny one of my Tu)>i'#'tudent' (%)ned me t#%t #e (%' % '$%ce %lien %nd t#%t t#e info)m%tion #e (%' % out to tell me (%' ;'$ecific%nd 'ec)et:;F T#e follo(in& (ee>+ - #el$ed e%c# 'tudent (it# &)%mm%) mi't%>e' %nd t#en )e%d t#e co))ectedlette)' %loud in cl%'' Eve)yone en@oyed t#i' $%)ticul%)ly t#e $u lic $)%i'e %nd %$$)eci%tive %$$l%u'eF %ndt#ey %l'o '%( t#%t t#e)e (e)e m%ny (%y' to tell % 'to)y %nd 'till u'e co))ect En&li'# ()itin& 'tyle T(o of my'tudent' #%d difficulty (it# 'entence con't)uction (#en t#ey let t#ei) im%&in%tion' )un in t#i' (%y 'o t#ey(e)e $)ovided (it# % to$ic 'entence 'u$$o)tin& 'entence )evie( tool %nd t#ey t#en ()ote me % t#i)d lette)(#ile con't%ntly )efe))in& to t#ei) to$ic 'u$$o)tin& 'entence di%&)%m T#e im$)ovement in t#ei) ()itin& (%'%'toni'#in&

- %l(%y' encou)%&e im%&in%tion' )unnin& (ildG t#e &)e%te't $o)tion of my 'tudent ' t)%inin& tend' to einc)edi ly focu'ed %nd det%il o)iented %nd %n occ%'ion%l 't)etc# i' im$o)t%nt Al'o+ my f%t#e)+ (#o (%' %n

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73/97

! generali7e ! get personal with people in conversations; ! may even gossip about a mutual friend ! compliment people spontaneously ! use four+letter words, coarse language ! li%e to tal% about myself ! am a good listener ! prefer to tal% about non+personal topics, such as unemployment, the economy, current

affairs ...

! usually tal% about personal problems, people, their way of being, hopes, desires, my family...

! get personal when ! write a letter to someone, but not face to face in a conversation ! help to %eep a conversation flowing, ! am not provocative, controversial, confrontational ... ! li%e to get my say, get in a few comments, no matter what the topic ! don't assert something, but ! might preface a comment with 3! thin%, ! suppose, perhaps3 ! tal% a lot !f ! as% a question, it is generally a yes+no answer ! am loo%ing for ! don't mind tal%ing about a situation where ! was embarrassed, humiliated and so on

e'ult' A $e)'on%l vie(FMen+ it i' '%id+ %)e mo)e %''e)tive+ '%)c%'tic+ lon& (inded+ non $e)'on%l %nd 'o on+ (#ile (omen %)ecoll% o)%tive+ $e)'on%l %nd #%$$y to t%>e % %c> 'e%t in m%ny c#%t' it i' '%id So+ (o)>in& on t#e $)eviou'%''e)tion' %nd mo)e you c%n 'co)e t#e te't t#e follo(in& (%y!

4+ 6+ 8+ 9+ 12+ 14+ 16+ 18 %nd 21 (ould e mo)e feminine t)%it' &ene)%lly '$e%>in& t#e )e't+ m%le

"nce %&%in+ t#e %ctivity '#ould not &ive )i'e to %&&)e''ive e=c#%n&e'

73


74/97

A Conver%!tion I&e! - R!te t(e App!r!t$%

Level: Medium

Activity A

T#e m%ny #ou'e#old %$$%)%tu' m%c#ine' &%d&et' (e u'e %t #ome m%>e life %little it e%'ie)G t#e mic)o (%ve oven #e%t' t#in&' u$ Cuic>lyG t#e f)id&e >ee$'

$e)i'#% le &ood' f)e'#G t#e (%'#in& m%c#ine cle%n' ou) clot#e' %nd '%ve' u'time So+ (#en $ut to t#e te't+ (#ic# of t#e'e m%c#ine' %$$%)%tu' could (edo (it#out - BE HAD T"I -n ot#e) (o)d'+ (#ic# of t#e'e m%c#ine' i' t#emo't im$o)t%nt+ &ene)%lly '$e%>in& et you) 'tudent' to m%>e % li't of tencommon one'+ %nd t#en &et t#em to li't t#em in o)de) of $e)ceived nece''ityfo) (%nt of % ette) (o)dF He)e i' % li't - &le%ned f)om my $u$il'+ don t'#o( it to t#e $u$il' %t fi)'t

ef)i&e)%to)B%'#in& m%c#ineS#o(e)ToiletTe% ,offee m%>e)T%dioTele$#oneLit ul,oo>e)

"f cou)'e+ t#e'e item' mu't e )%ted %cco)din& to $e)ceived nece''ity+ %ndt#e )%tin& mu't e @u'tified e%'on' fo) % c#oice mu't e &iven Student'(ill de %te t#e ;to$; nece''ity %nd 'o on+ do(n to t#e le%'t im$o)t%ntitem

Activity .

A)e t#e'e t#in&' nece''%)yI

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T#e %ctivity A could )%nc# out into fu)t#e) item' (e u'e to m%>e lifee%'ie) %nd+ $)e'um% ly+ m%>e life ette) o) e=%m$le!

e)fumeH%i) d)ie)'Mi))o)'B%l>m%n,i&%)ette lite)'S$eci%l (ine &l%''e'Mo ile tele$#one',u)t%in'E=$en'ive fu)nitu)eS(eet' %nd '%vo)ie'Etc

T#e ide% i' not to em %)> on %n et#ic%l c)u'%de+ ut 'im$le to &et $eo$let#in>in& %nd '$e%>in& in En&li'# All of t#i' i'+ c)uci%lly+ %c>ed u$ y)e%li'tic )e%'on' fo) t#e comment' m%de Some of t#e item' % ove %)e y nome%n' o)i&in%l+ ut t#ey %)e eve)yd%y t#in&' (#ic# %)e $%)t %nd $%)cel of

ou) live'

,%n you t#in> of mo)e no)m%l+ common o) &%)den item' (#ic# could edi'$en'ed (it#I

A Conver%!tion I&e! - Ho Do #o$ 6ill Ti"e5

Level: Medium

He)e i' % 'im$le ide% to &ene)%te c#%t %mon& you) 'tudent' Be %ll >no(t#%t t#e)e %)e moment' du)in& t#e d%y (#en (e #%ve not#in& to do+ no $l%n'o) e=%m$le+ (#en you %)e (%itin& fo) % te%c#e)+ % f)iend %nd 'o on Ho( do(e occu$y t#e'e $e)iod' of time+ eit#e) ment%lly o) $#y'ic%llyI o)e=%m$le!

Activity A

B#%t do you do du)in& t#e T %dve)ti'ement'I

M%>e % li't of (#%t t#e 'tudent' '%y

My 'tudent' &ot t#e'eF

T%l> to my 'i'te)- )e%d 'omet#in&+ %nyt#in&- &et u$ %nd do 'omet#in&- &o to t#e %t#)oom :F- c#%n&e c#%nnel'- loo> fo) 'omet#in& to e%t o) )e%d- c%ll % f)iend- (%te) t#e $l%nt'

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76/97

- $ut on 'ome food fo) t#e ne=t d%y- $#one i??% Hut- $ut t#e c#ild)en to ed- )u'# my teet#- unlo%d t#e (%'#in& m%c#ine $ut clot#e' on line- )u'# to do t#e (%'#in& u$

ou c%n %l'o &et t#e 'tudent' to tic> off t#e one' (#ic# t#ey )e&ul%)ly do%nd c#ec> t#e mo't common %ctivitie'

Activity .

B%y' to $%'' t#e time occu$y you) mind 'elf (#en you %)e!

-n % u' CueueB%itin& %t % 'u$e)m%)>et c#ec> out-n % docto) ' (%itin& )oomB%itin& fo) you) oy &i)lf)iend on % cold d%y outdoo)'-n % cinem% t#e%t)e+ (%itin& fo) t#e film $l%y-n % t)%ffic @%m-n %n %i)$o)t t)%in 't%tion-n % lift elev%to)ettin& you) #%i) done cutEtc

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77/97

Tell "e !bo$t ",%el)

Level: Any Level

T#i' &%me (o)>' (ell (it# 'tudent' %t $)e inte)medi%te level o) % ove %nd c%n e %d%$ted %cco)din&ly -t i'%n o)i&in%l (%y of int)oducin& you)'elf %' % te%c#e)F to % cl%'' fo) t#e fi)'t time+ ut could %l'o e u'ed l%te)on

)e$%)e in %dv%nce+ on %n ove)#e%d t)%n'$%)ency o) (#ite o%)d+ % mind m%$ of you)'elf -n'te%d of u'in&'entence' to de'c)i e you) life+ u'e 'in&le (o)d'+ num e)'+ d%te'+ 'ym ol' %nd illu't)%tion' (#e)e $o''i leo) e=%m$le - include info)m%tion % out my life in En&l%nd+ n%me' of 'i lin&'+ d%te of i)t#+ n%me of#ometo(n etc My #ometo(n i' Sto>e on T)ent (#ic# - t#en illu't)%te (it# % cu$ %nd '%uce) t#e otte)ie'+%nd % foot %ll Sto>e ,ity , -t >ee$' t#em &ue''in& F- include info)m%tion % out my #u' %nd n%me %nd illu't)%tion of @o F c#ild)en n%me'+ %&e'+ %nd i)t#d%y'Fou c%n %dd you) '#oe 'i?e+ #eit+ illu't)%tion' of you) #o ie' etc - d)%( % needle %nd t#)e%d 'e(in&+ %

$%i) of '>i' - en@oy '>iin&+ %nd % $encil d)%(in&Any >ind of info)m%tion c%n e included 'e you) im%&in%tion: - live in S(eden %nd d)%( % $ictu)e of %'no(m%n (it# % c)o'' t#)ou it to illu't)%te t#%t - don t li>e t#e (inte):et you) 'tudent' to tell you (#%t t#e info)m%tion me%n' o) e=%m$le

/uly i' t#%t (#en you) i)t#d%y i'I Doe' t#e cu$ %nd '%uce) me%n you d)in> te%I

T)y %nd &et % &ood mi= of o viou' %nd le'' o viou' info)m%tion o) e=%m$le+ (#en - d)e( % fi'# toillu't)%te t#%t - >e$t t)o$ic%l fi'#F it $)ovo>ed Cue'tion' li>e!

Do you e%t % lot of fi'#I Do you en@oy fi'#in&I -' you) 't%) 'i&n i'ce'I

ive t#em % clue if t#ey )e #%vin& $)o lem' &ue''in&

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78/97

T#i' &%me #%' (o)>ed (onde)fully fo) me in m%ny cl%''e' of v%)yin& level' To follo( u$+ &et you 'tudent'to t%>e % fe( minute' to $)e$%)e 'omet#in& 'imil%) individu%lly+ %nd t#en (o)> in $%i)' &ue''in& (#%t t#einfo)m%tion me%n' % out t#ei) $%)tne)

/eople W(o777

Level: Any Level

An %ctivity (#o'e %im i' to com$lete 'entence' %nd %l'o t%>e %dv%nt%&e of t#e cont)i ution' in o)de) to&ene)%te de %te %nd inte)%ction

Ho(! /u't #%nd out t#e follo(in& '#eet (it# t#e #e%din&

E" LE BH"

And tell t#e 'tudent' t#ey #%ve to com$lete t#e 'entence' (it# )e%li'm not @u't %ddin& on % &)%mm%tic%llyco))ect endin&

A < THE- ,A S "* THE ""T ATH

BH" D"* T A TAN I

BH" TH "B L-TTE "* THE " *D I

BH" - E M"*E T" ,HA -T-ES I

EAT , -S S AT THE ,-*EMA A E

BH" D -*< A*D D - E

BH" T A EL A L"T I

BH" SA E L"TS " M"*E

BAT,H T ALL DA

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" T" THE " E A

EAT " S LE S

,L-M. E E EST

H *T BHALES

EAT T"" M ,H

D - E T"" AST

/ M O E ES

BH-STLE AT - LS

SM"


80/97

Divide you) cl%'' into 2 &)ou$',#oo'e 2 'tudent' %nd %'> t#em to &o to t#e %c> $%)t of t#e cl%'')oom %nd tu)n %c>Di'$l%y on t#e l%c> o%)d 20 voc% ul%)y (o)d' %nd ove) 10 of t#em $%'te ;flie'; m%de of c%)d o%)d $%$e)(it# % $iece of elc)o on t#emive ot# 'tudent' A fly '(%tte) (it# t#e ot#e) 'ide of elc)o on t#emT#e o @ective on t#e &%me i' t#%t you (ill '%y % (o)d %nd 'tudent' (ill tu)n %c> %nd )un to ;fly '(%t; t#e(o)d t#%t #%' t#e u& ove) it T#e 'tudent' B#o ;>ill'; t#e fly #%' to '$ell t#e (o)d %nd t#en #e (ill 'co)e %

$oint fo) #i' te%m

Bit# t#e fly '(%tte) %nd t#e elc)o flie'+ you c%n invent m%ny diffe)ent &%me' T)y it:::

- ve (o)>ed (it# 4+ 5 %nd 6 &)%de)' %nd t#ey love t#i' &%me

/op

Level: Medium

N!"e Si0

Level: Any Level

T#i' &%me i' fun %nd c#%llen&in& %t t#e '%me time -t c%n e %d%$ted fo) vi)tu%lly %ny 'u @ect %nd %ny &)%level -t %llo(' t#e 'tudent' to )evie( m%te)i%l t#ey ve le%)ned+ (it#out #%vin& to &et out % $encil %nd $%$e)

%nd %n'(e) Cue'tion' f)om t#e te=t A))%n&e 6 c#%i)' in % ci)cle %nd c#oo'e one $e)'on+ t#e te%c#e) o) %not#e) 'tudent+ to 't%nd out'ide t#e

ci)cle ive 'omeone in t#e ci)cle % 'tuffed %nim%l+ t#e funnie) t#e %nim%l t#e ette): T#e $e)'on out'ide t#e ci)cle 't%te' (#%t t#e $e)'on #oldin& t#e %nim%l #%' to n%me 'i= of T#e $e)'on t#en 't%)t' movin& t#e %nim%l %)ound t#e ci)cle %nd t#e ot#e) $l%ye)' $%'' it %)ound T#e $l%ye) mu't n%me 'i= of t#e o @ect' efo)e t#e %nim%l &et' %c> to #im o) #e)

o) e=%m$le+ let ' '%y t#%t you #%ve @u't fini'#ed % voc% ul%)y unit on %nim%l' T#e $e)'on 't%ndin& out'idet#e &)ou$ m%y '%y 'omet#in& li>e+K *%me 'i= %nim%l' t#%t #%ve fu) ; T#e $e)'on 'ittin& in t#e ci)cle e&in'

n%min& 'i= %nim%l' %nd %t t#e '%me time+ t#e 'tuffed %nim%l i' ein& $%''ed %)ound t#e ci)cle -f t#e $l%ye)c%nnot n%me 6 %nim%l' (it# fu) y t#e time t#e 'tuffed %nim%l )e%c#e' #im+ #e #%' lo't %nd it ' #i' tu)n to't%nd out'ide t#e &)ou$ %nd 'tunt t#e ot#e) 'tudent'

My 'tudent' % 'olutely love t#i' &%me %nd 'o do - ec%u'e it )eCui)e' no $)e$ time:: -t m%y t%>e t#e 'tudent'% fe( time' efo)e t#ey ecome 'ucce''ful %t t#e &%me+ ut eventu%lly - m 'u)e it (ill ecome one of t#ei)f%vo)ite' - #o$e you #%ve %' muc# 'ucce'' (it# *%me Si= %' - #%ve #%d

C!reer Letter%

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81/97


My #i 'c#ool 'tudent' #%ve en@oyed t#i' %ctivity ve)y muc# -t #el$' t#em t#in> % out mo)e $o''i ilitie'fo) % futu)e c%)ee) %nd i' % &)e%t ()itin& %ctivity T#ey %l'o le%)n #o( to ()ite % u'ine'' lette) y ()itin& %)e%l lette)

M%ny ESL 'tudent' #%ve limited >no(led&e of c%)ee) $o''i ilitie' %) too m%ny t#in> only in te)m' of ecomin& % mec#%nic o) % 'ec)et%)y So fi)'t you di'cu'' (it# t#em 'ome of t#e o$$o)tunitie' t#ey #%ve

Student' c#oo'e % c%)ee) field %nd t#en ()ite % lette) to % 'c#ool )eCue'tin& info)m%tion % out t#%t field -tcould e %nyt#in& f)om %'t)onome) loc%l o) out of to(n unive)'ityF to elect)ici%n tec#nic%l in'tituteF tot)%vel %&ent ye'+ t#e)e %)e t)%vel %&ency 'c#ool':F

ou #el$ t#em $e)fect t#e lette)' %nd m%il t#em out B#en t#ey &et % )e$ly+ '#%)e it (it# t#e cl%''

Le!rnin' .ont(% o) t(e #e!r

Level: E%'y

To te%c# youn&e) ESL 'tudent' < 3F t#e mont#' of t#eye%)+ t%>e l%mented $ictu)e' )e$)e'entin& t#e mont#'!

/%nu%)y 'no(m%ne )u%)y #e%)tM%)c# '#%m)oc>A$)il um )ell% unny E%'te) e&&M%y flo(e)'/une 'un (%te)melon/uly fl%&Au&u't '%il o%t IIIIISe$tem e) %$$le 'c#ool#ou'e"cto e) $um$>in

*ovem e) tu)>eyDecem e) ,#)i'tm%' t)ee Meno)%#

H%ve t#e 'tudent' tell you (#ic# $ictu)e &oe' (it# e%c#mont#+ o) $ut t#e $ictu)e' in o)de) y mont#

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83/97

Be)e you &ood %t 'c#oolI

T#e &)e%te't influence on youI %)ent'+ f)iend' F

,u))ent ed'ide )e%din& m%te)i%lI

B#e)e (ill you &o (#en you dieI

B#%t do you %dmi)e mo't % out you)'elfI

"ne of you) m%in f%ult'I

A 'm%ll c)ime you once committedI Anyt#in& %t %llF

Mu'ic you (ould li>e $l%yed %t you) fune)%lI

., To n

Level: Any Level

Activity A

Do you li>e t#e to(n city you live inI B#yI B#y notI

Activity .

Te%c#e) m%>e' % li't of t#e $o'itive $oint' mentioned y t#e $u$il' Di'cu'' common %nd o)i&in%l comment'

Activity ,

Te%c#e) m%>e' % li't of ne&%tive comment' % out to(n' citie' mentioned

Activity D

THE E E,T T"B* ,-T !

T#e cl%'' no( m%>e' % li't of t#e c#%)%cte)i'tic' of % $e)fect to(n city o) e=%m$le+ t#e'e could include!

.icycle $%t#' *o 'mo>e *o c%)'S$o)t' f%cilitie'

*o violence.e%utiful uildin&',ultu)e

Activity E

,om$%)e you) to(n city (it# %not#e) one you >no(+ %nd m%>e % li't of t#e comment' Some e=%m$le'!

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84/97

My to(n i' noi'ie) t#%n N+ ec%u'e My city i' mo)e o)in& t#%n + ec%u'e

ou c%n &o on to mention %'$ect' 'uc# %'ollutionove)ty Be%lt#)een %)e%'Amenitie'T)%n'$o)t

He%lt#,)o(din&,o't of livin&Selfi'#ne''

Activity

T#e e't to(n city you #%ve eve) een to 'eenI

Cl!%% .i0er

Level: Any LevelT#i' &%me c%n e $l%yed (it# % )%n&e of diffe)ent level' -t c%n e u'ed $u)ely %' % mi=e) ice )e%>e) o) c%n

e %d%$ted to )einfo)ce t%)&et &%m it'+ &)%mm%) o) voc% ul%)y y di)ectin& t#e c#%t $o)tion of t#e &%meT#i' &%me i' e''enti%lly %n %do$tion of t#e old B#o %m -I &%me St%)t (it# % c#%t eit#e) in )ot%tin& &)ou$'o) in %n inte)vie( fo)m%t T#i' $o)tion 'et' t#e level %nd focu' of t#e &%me o) e=%m$le % lo( inte)medi%tecl%'' mit e in't)ucted to %'> %ll of t#ei) cl%''m%te' % 'e)ie' of ;H%ve you eve) I; Cue'tion' A mo)e%dv%nced &)ou$ mit e told to t%l> to %ll t#ei) cl%''m%te' % out % ce)t%in to$ic+ le%vin& t#e '$ecificCue'tion' u$ to t#em Bit# % lo(e) level &)ou$ - find % note t%>in& fo)m to e u'eful Afte) t#e c#%t $o)tion+do t#e (#o %m - &%me u'in& you) 'tudent' n%me' T#ey mu't u'e t#e '%me t%)&et l%n&u%&e to %'> ye' noCue'tion' %nd find out (#o t#ey %)e

A&& ! Wor&

Level: Any Level

%tion%le! Student' $)%ctice &)%mm%) %nd 'ynt%=

M%te)i%l'! *one

Level'! All level'+ t#ou ette) fo) mo)e %dv%nced 'tudent'+ ec%u'e t#e &%me i' mo)e fun %t % Cuic> $%ce

Met#od! "ne 'tudent e&in' % 'entence y '%yin& only one (o)d A 'econd 'tudent mu't '%y % (o)d (#ic#continue' t#e 'entence A t#i)d mu't continue+ %nd 'o on+ until 'omeone '%y' % (o)d t#%t doe' not fit'ynt%ctic%lly o) &)%mm%tic%lly -f t#e 'entence come' to % lo&ic%l end (it#out e))o)+ t#e ne=t 'tudent m%y '%y;$e)iod; %nd e&in % ne( 'entence (it# % ne( (o)d

T#e te%c#e) m%y 'u&&e't % to$ic to &et t#in&' 't%)ted B#%t t#e 'tudent' '%y m%y %l'o e )eco)ded %nd $l%yed %c>+ 'o t#e cl%'' c%n di'cu'' t#e e))o) t#%t 'to$$ed t#e 'entence

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E=%m$le!

Te%c#e)! T#e to$ic i' $et'i)'t 'tudent! ;My ;Second 'tudent! ; do&;T#i)d 'tudent! ; #%' ;ou)t# 'tudent! ; '$ot' ;ift# 'tudent! ; )o(n ;

T#e 'entence (ould 'to$ #e)e T#e te%c#e) (ould %'> t#e 'tudent' (#y+ #o$in& 'omeone e=$l%in' t#%t t#e%d@ective )o(n no)m%lly come' efo)e %nd not %fte) t#e noun '$ot'

Ti"e In&i+!tor%

Level: Any Level

%tion%le! Student' $)%ctice u'in& diffe)ent 'u @ect $)onoun'+ ve) ten'e'+ %nd t#e time (o)d' %nd $#)%'e't#%t &o (it# t#em T#ey mu't %l'o e % le to )eco&ni?e diffe)ent fo)m' of t#e '%me ve) + e'$eci%lly i))e&ul%)ve) '

M%te)i%l'! *one

Level'! All .e&inne)' c%n $l%y u'in& only fou) ve) ten'e' $)e'ent+ $%'t+ futu)e+ %nd $)e'ent $)o&)e''iveFMo)e %dv%nced c%n $l%y u'in& %ll t#e ten'e'

Met#od! "ne 'tudent '%y' % time (o)d o) $#)%'e e & ne=t ye%)+ % fe( d%y' %&oF A 'econd 'tudent mu'tcom$lete % 'entence u'in& t#e $)o$e) ve) ten'e T#%t 'tudent t#en '%y' % diffe)ent time (o)d o) $#)%'e At#i)d 'tudent u'e' it to fo)m % 'entence+ ut m%y not u'e t#e '%me ve) o) 'u @ect $)onoun t#e 'econd 'tudentu'ed

e) ten'e' m%y e )e$e%ted if nece''%)y+ ut ve) ' m%y not+ %nd 'u @ect $)onoun' m%y e )e$e%ted only%fte) t#ey #%ve %ll een u'ed once

T#e &%me c%n continue %' lon& %' t#e te%c#e) (%nt'+ t#ou t(o )un' t#)ou %ll t#e 'u @ect $)onoun' i' %n%$$)o$)i%te len&t# T#e te%c#e) m%y ()ite t#e full 'entence' on t#e o%)d+ ut '#ould %t le%'t >ee$ t)%c> of(#ic# 'u @ect $)onoun' %nd ve) ' #%ve een u'ed

E=%m$le!

i)'t 'tudent! ;At t#e moment ;Second 'tudent! ; - %m 'ittin& in % cl%'')oom ;Second 'tudent! ;L%'t ye%) ;

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T#i)d 'tudent! ; t#ey (ent to Eu)o$e ;T#i)d 'tudent! ;Eve)y d%y ;ou)t# 'tudent! ; '#e t%>e' t#e u' to (o)> ;

Flip ! C!r&

Level: Any Level

%tion%le! Student' develo$ voc% ul%)y %nd+ %t #ie) level'+ $)%ctice $)o$e) (o)d o)de) y fo)min&'entence'

M%te)i%l'! St%nd%)d dec> of $l%yin& c%)d'

Met#od! o) e%c# c%)d f)om %ce to >in&+ %''i&n t(o lette)' of t#e %l$#% et+ %nd ()ite t#e'e on t#e o%)dA''i&nin& lette)' c%n e done %t )%ndom+ ut it i' lo&ic%l to #%ve 'ome 'o)t of o)de)+ e & !

A 2 3 4 5 6 7 8 9 10 J Q KA B C D E F G H I J K L MN O P Q R S ! " # $ % &

o) e&inne)'! li$ % c%)d T#e 'tudent mu't t#in> of % (o)d e&innin& (it# one of t#e lette)' t#%t c%)d)e$)e'ent' -f+ fo) e=%m$le+ t#e c%)d i' % 3+ t#e 'tudent mu't '%y % (o)d e&innin& (it# , o) %)i%tion! T#e(o)d mu't fit % c%te&o)y+ e & %nim%l'+ occu$%tion'+ etc

fo) #ie) e&inne)' %nd inte)medi%te! li$ % ce)t%in num e) of c%)d' '%y+ 'even E%c# 'tudent mu't ()itedo(n % 'entence u'in& (o)d' e&innin& (it# t#e &iven lette)'+ in o)de) -f t#e te%c#e) 'o (i'#e'+ t#e 'tudent'c%n (o)> in 'm%ll &)ou$' Student' t#en )e%d t#ei) 'entence' %loud

o) %dv%nced! T%>in& tu)n' (it# e%c# c%)d fli$$ed+ 'tudent' o)%lly fo)m &)%mm%tic%lly %nd 'ynt%ctic%llyco))ect 'entence' o) e=%m$le!

C'()*+ A, Q, K, Q, K, 6, 8, 7, 5, 4, 4, 10, 2, K, 2, 2, 8, 9, A, 7- S'./ * + A o .o ' : ) . ((; , :; o(' ? @('* @(o : o ( : ( , I ; , ' : ;('


87/97

1in'o8 9Wit( irre'$l!r verb%

Level: E%'yT#e te%c#e) $)e$%)e' % 5=5 &)id (it# 25 i))e&ul%) ve) ' in t#e $%'t ten'e in e%c# 'Cu%)e M%>e enouv%)i%tion' of t#e'e &)id' 'o e%c# 'tudent #%' one t#%t i' 'litly o) ve)yF diffe)ent

T#e te%c#e) t#en c%ll' out t#e ve) ' in t#ei) $)e'ent ten'e fo)m until % 'tudent &et' five in % di%&on%l o)#o)i?ont%l )o( .in&o:

B#ile it m%y 'eem time con'umin& to m%>e t#e &)id'+ t#ey c%n e u'ed ove) %nd ove) T#i' &%me i' )eceivedve)y ent#u'i%'tic%lly ec%u'e often+ 'tudent' %)e %l)e%dy f%mili%) (it# it -t i' &)e%t %' % (%)m u$ %ctivity %ndc%n #%ve m%ny v%)i%tion' $%'t $%)tici$le+ time of d%y+ voc% ul%)yF

; %nd n%me'Fo) %)e%' f)om t#e te=t oo> t#%t i' in u'e %nd t#en divide t#e o%)d into t#)ee %''i&nin& e%c# %)e% (it# %

$oint 'co)e 100+ 200+ 300 etc F Divide t#e cl%'' into te%m'+ o) &et t#em to (o)> individu%lly %nd %'>t#em to 'elect % c%te&o)y %nd % 'co)e

,ount)ie' S$o)t' Anim%l' PD *%me' QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ

1

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88/97

00

QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ

200


300


Du)in& you) $)e$%)%tion time+ t#in> % out t#e e%'ie't %nd #%)de't %n'(e)' fo) e%c# c%te&o)y %nd t#e level oft#e 'tudent' %nd con'ide) #o( m%ny $o''i le %n'(e)' t#e)e %)e fo) e%c# lette) of t#e %l$#% et in t#e c%'e of'$o)t'! A)c#e)y+ .%'>et %ll+ ,)ic>et+ Divin&+ ECue't)i%n+ etcF

-f % te%m o) individu%l i' un% le to %n'(e) o) &ive' %n inco))ect )e$ly+ t#en t#%t lette) )em%in' in t#%t $oint)%n&e until 'omeone %n'(e)' co))ectly -f % 't%lem%te 'itu%tion eve) occu)' &ive co))ect %n'(e)' %nd

encou)%&e t#e 'tudent' to )e$e%t t#em % fe( time'+ 'o %' t#ey (ill )emem e) t#em

T#i' &%me i' lot' of fun+ %nd my 'tudent' %l(%y' (%nt to $l%y

o) v%)i%tion+ you c%n d)%( % 'occe) $%)> o) %'>et %ll cou)t on t#e o%)d %nd %''i&n %)e%' in t#e '%me (%y

A&verbi!l C(!r!&e%Level: Any LevelE%c# 'tudent i' &iven % c%)d (it# % f%mili%) %dve) on it i e Cuic>ly+ %n&)ily+ loudly+ #%$$ily T#en t#e cl%''tell' t#e 'tudent to do 'omet#in& 'o t#ey c%n &ue'' (#%t %dve) i' on t#e c%)d T#ey c%n tell t#e 'tudent to dot#in&' in $%ntomime+ li>e d)in> % o(l of 'ou$+ o) )e%lly do it in cl%''+ li>e o$en % doo) o) t%>e % oo> f)om

t#e te%c#e) ,%n t )ec%ll (#e)e - )e%d t#i' ide%+ ut it i' fun %nd c%n e $l%yed in te%m' F

W(o !" I55Level: Any Levelou c%n u'e t#i' (it# %ny 'u @ect B)ite t#e n%me' of f%mou' $eo$le mi=ed n%tion%litie'F on 'm%ll $iece' of

$%$e) T%$e % n%me on t#e fo)e#e%d of e%c# 'tudent T#e individu%l 'tudent '#ould not 'ee #i' o) #e) $%$e)+ ut t#e ot#e)' '#ould T#en+ li>e (it# 20 Cue'tion'+ only ye' o) no Cue'tion' '#ould e %'>ed e)#%$' 't%)t(it# you)'elf %nd %'> ;Am - %m m%nI; -f t#e %n'(e) i' ye'+ - c%n %'> %&%in+ ut if t#e %n'(e) i' no+ it ' t#e

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ne=t $e)'on ' tu)n l%y until eve)yone #%' &ue''ed (#o #e o) '#e i': T#i' c%n e $l%yed (it# n%tion%litie'+count)ie'+ #ou'e#old o @ect'+ %nyt#in& %nd it ' % &%'+ e'$eci%lly fo) %dult 'tudent'::

G$e%% t(e Ob*e+t

Level: Any Level

T#e te%c#e) $)e$%)e' cutout $ictu)e' t#%t %)e $%'ted o) t%$ed to inde= c%)d' "ne 'tudent 'elect' % c%)d %ndmu't de'c)i e it in En&li'# until %not#e) 'tudent c%n &ue'' t#e o @ect T#i' i' ve)y muc# li>e ;20 Oue'tion';

ut in'te%d of t#e c#%llen&e ein& to %'> Cue'tion'+ t#e onu' i' on t#e c%)d#olde) to ve) %li?e t#ede'c)i$tion

T#e te%c#e) '#ould e c%)eful to 'elect $ictu)e' t#%t )eflect t#e voc% ul%)y level of t#e 'tudent' Sim$leo @ect'+ li>e ; % y;+ ;doo); o) ;c%); %)e &ood fo) e&inne)' L%te) on+ mo)e com$lic%ted $ictu)e' t#%t 'u&&e't%ction'+ 'cene' %nd )el%tion'#i$' could e u'ed+ li>e! ;mot#e) %t#in& c#ild;

;Ti+ T!+ Toe; or ;No$'(t% !n& Cro%%e%;

Level: Any Level

T#i' i' % &ood &%me fo) % )evi'ion o) fo) % )e%de) ' di'cu''ion Divide t#e cl%'' into t(o &)ou$' D)%( % &)id

of nine 'Cu%)e' on t#e o%)d %nd ()ite % num e) on e%c# 'Cu%)e f)om 1 to 9F )e$%)e nine Cue'tion' %nd 'etone Cue'tion fo) e%c# num e) T#e &)ou$' c%ll out t#e num e)' %nd if t#ey %n'(e) t#e Cue'tion co))ectly+t#ey &et t#e $oint T#e &o%l of t#e &%me i' to m%>e % line #o)i?ont%l+ ve)tic%l o) di%&on%lF

Q$e%tion !n& An% er G!"e A+tivit,

Level: Any Level

'u%lly 'tudent' %n'(e) com$)e#en'ion Cue'tion' %fte) % )e%din& B#y not #%ve 'tudent' c)e%te t#ei) o(ncom$)e#en'ion Cue'tion'I - #%ve %nd it (o)>' (ell+ e'$eci%lly if t#i' %ctivity i' tu)ned into % &%me - do t#i'

y #%vin& 'tudent' in 'm%ll &)ou$' (o)> to&et#e) to ()ite Cue'tion' % out t#e te=t "nly Cue'tion' (#ic# c%n

e %n'(e)ed y t#e te=t %)e %llo(ed "$inion Cue'tion' %)e not %llo(ed Afte) &)ou$' fini'# ()itin& t#ei)Cue'tion'+ t#ey %'> t#ei) Cue'tion' to %not#e) &)ou$ (#ic# mu't %n'(e) (it#in % '$ecified %mount of timet#e te%c#e) decide' t#e time %cco)din& t#e cl%'' levelF -f t#e %n'(e) i' co))ect %nd &iven (it#in t#e time

$e)iod+ t#e %n'(e)in& te%m )eceive' % $oint -f t#e %n'(e) i' inco))ect o) not found (it#in t#e time $e)iod+t#e Cue'tionin& &)ou$ )eceive' % $oint+ ut t#ey mu't info)m t#e ot#e) &)ou$ of t#e %n'(e) E%c# &)ou$ t%>e'tu)n' %'>in& %nd %n'(e)in& Cue'tion'

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91/97


92/97

S$eec# Act'! ind %n e=%m$le of % '$eec# %ct E & invitin&+ )efu'in&+ )eCue'tin&+ m%>in& %n int)oduction+%$olo&i?in&F

Con+entr!tion U%in' !n Over(e!& /ro*e+tor

Level: Any Level

T#i' i' % &%me fo) t#e ove)#e%d $)o@ecto) -t i' % ve)'ion of t#e &%me ;,oncent)%tion; in (#ic# 'tudent' fli$'ove) c%)d' of item' to find m%tc#in& $%i)' o) t#e ove)#e%d $)o@ecto) you (ill need to m%>e % &)id of'Cu%)e' on % t)%n'$%)ency ive 'Cu%)e' %c)o'' y fou) do(n - m%>e t#e 'Cu%)e % out 1 25 inc#e' on % 'ideAt t#e to$ of t#e &)id ()ite t#e lette)' TH-*e % t)%n'$%)ency of you) &)id *e=t+ cut out c%)d o%)do) #e%vy $%$e) ;tent';! 'm%ll )ect%n&ul%) $iece' @u't l%)&e enou to cove) e%c# '$%ce - c%ll t#em tent'

ec%u'e t#ey #%ve % little fl%$ (#ic# - u'e to $ic> t#em u$ )e$%)e t#e &%me in %dv%nce ou #%ve to t#in>of ten $%i)' of %ny item o) e=%m$le+ ten $%i)' of o$$o'ite'+ ten $%i)' of i))e&ul%) $%'t ten'e fo)m' &et+ &otFo) ten $%i)' of % $ictu)e %nd % (o)d B)ite o) d)%(F one (o)d o) $ictu)e in e%c# '$%ce in % )%ndom f%'#ionl%ce t#e t)%n'$%)ency on t#e "H (it# t#e lit offF %nd cove) e%c# '$%ce B#en you tu)n t#e lit on+ t#e'tudent' (ill 'ee t#e &)id ut e%c# im%&e o) (o)d (ill e d%)> ou (ill e % le to 'ee t#e (o)d' %nd im%&e'illumin%ted t#)ou t#e $%$e)F

T" LA ! -n't)uct t#e 'tudent' %nd model of cou)'e t#e fi)'t timeF t#%t t#ey %)e to $ic> t(o 'Cu%)e' yc%llin& out % num e) %nd % lette) fo) e%c# 'Cu%)e o) e=%m$le T2 %nd *4 ou uncove) t#e '$%ce' %''tudent ' c%ll' out t#e lette) -f t#e t(o '$%ce' uncove)ed %)e % m%tc# ()ite t#e 'tudent ' n%me in t#e '$%ce'(it# % m%)>e) %nd to'' t#em % $)i?e % $iece of c%ndy 'e)ve' nicelyF -f t#e t(o '$%ce' %)e not % m%tc#+ cove)t#em %c> u$ %nd c%ll % diffe)ent 'tudent A' '$%ce' %)e uncove)ed+ e=citement uild' in t#e cl%'')oom untilt#e l%'t t(o '$%ce' Since t#e'e %)e o viou' (inne)'+ you c%n t%>e t#e o$$o)tunity fo) te%c#e) in'$i)ed #umo)%nd c%ll on eit#e) t#e cl%'' ;comic; m%>in& % i& di'$l%y of ;A)e you 'u)eI; o) %ny ot#e) individu%l (#om%y e #%d )e$e%ted inco))ect %n'(e)'

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An individu%l &%me u'u%lly t%>e' et(een 15 %nd 20 minute' to com$lete

-f you >ee$ 'eve)%l t)%n'$%)encie' of t#e &)id #%ndy+ you c%n $)e$%)e % &%me $)etty f%'t fo) t#e l%'t $%)t oft#e cl%'' -f you %)e doin& % unit on i))e&ul%) $%'t ten'e+ you c%n $)e$%)e % &)id u'in& t#e '$ecific ve) ' t#%tyou )evie(ed in t#e le''onT#i' &%me (%' int)oduced to me y vete)%n Lo' An&ele' nified Sc#ool Di't)ict te%c#e) id% Hellm%n no()eti)edF

/rove it

Level: E%'y to Medium

ive you) 'tudent' one o) mo)e 't%tement' to $)ove o) di'$)ove T#e 't%tement' c%n tie in (it# t#e to$ic o)t#e &)%mm%) $oint of t#e cl%'' E=%m$le'! *o ody in t#i' cl%'' li>e' (inte) Eve)yone #e)e c%n d)%( %ol>'(%&en .eetle c%)

Student' t%l> to %' m%ny ot#e) 'tudent' %' $o''i le to $)ove di'$)ove t#e 't%tement' T#en t#ey &ive feed %c>to t#e cl%''! T#i' 't%tement i' not t)ue T#e)e %)e %t le%'t 5 $eo$le in t#i' cl%'' (#o li>e (inte)

W(!t=% t(e Wor&5


"n %n inde= c%)d+ ()ite % (o)d e=%m$le! 'c#oolF %nd ()ite 4 o) 5 >ey (o)d' t#%t c%nnot e u'ed to de'c)i et#%t $%)ticul%) (o)d E=%m$le! te%c#e)'+ l%c> o%)d'+ 'tudent'+ de'>'+ te't'F Any ot#e) (o)d' c%n e u'ede=ce$t fo) t#e (o)d' ()itten on t#e inde= c%)d A '%m$le c%)d (ould loo> li>e t#i'!

S,H""L

te%c#e) ' l%c> o%)d''tudent 'de'>'te't'

T ent, Q$e%tion%

Level: Any Level

i)'t one mem e) of t#e cl%'' c#oo'e' %n o @ect+ %n occu$%tion+ o) %n %ction (#ic# eve) you decide T#enmem e)' of t#e cl%'' t)y to di'cove) (#%t it i' y %'>in& Cue'tion' (#ic# c%n e %n'(e)ed y ;ye'; o) ;no;o) e=%m$le+ if t#e 'u @ect i' ;occu$%tion'; t#en t#e Cue'tion' mit e li>e t#e'eDo you (o)> in t#e evenin&'I

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Do you (o)> %loneIDo you (o)> out'ideI

Si"on S!,%

Level: E%'y

T#i' &%me (#ic# i' often $l%yed y n%tive '$e%>e) c#ild)en i' ve)y u'eful in t#e ESL cl%'')oom T#e $e)'onc#o'en %' ;Simon; 't%nd' in f)ont of t#e cl%'')oom %nd i''ue' comm%nd' T#e )e't of t#e cl%'' only follo('t#e'e comm%nd' if $)efi=ed (it# t#e (o)d' ;Simon '%y'; -f 'omeone follo(' % comm%nd not $)efi=ed y;Simon '%y';+ #e i' out of t#e &%me T#e l%'t $e)'on )em%inin& ecome' t#e ne=t ;Simon; Some e=%m$le'of comm%nd' %)e! 't%nd u$+ 'it do(n+ touc# you) left e%)+ %nd '%y ;ye';

W(i%perin' G!"e

Level: E%'y

Divide t#e cl%'' into t(o te%m' Line u$ t#e $l%ye)' -f t#e)e %)e %n odd num e) of $l%ye)'+ one c%n e t#ete%c#e) ' ;#el$e); T#e te%c#e) o) #i' #el$e) (#i'$e)' % me''%&e to t#e fi)'t $e)'on of ot# &)ou$ A %nd&)ou$ . T#e &%me only 't%)t' (#en ot# $l%ye)' >no( t#e me''%&e T#en e%c# $l%ye) (#i'$e)' t#e me''%&eto t#e ne=t $l%ye) in #i' &)ou$ 'ucce''ively until t#e l%'t $l%ye) &et' t#e me''%&e T#e te%m (#ic# c%n )e$e%tt#e me''%&e fi)'t %nd co))ectly )eceive' % $oint St%)t t#e &%me ove) (it# t#e 'econd 'tudent of e%c# &)ou$

ecomin& t#e fi)'t one' in line

H!n'"!n

Level: Any Level

Divide t#e cl%'' into t(o te%m' "n t#e l%c> o%)d+ d)%( '$%ce' fo) t#e num e) of lette)' in % (o)d H%vet#e $l%ye)' &ue'' lette)' in t#e (o)d %lte)n%tin& et(een t#e te%m' -f % lette) in t#e (o)d i' &ue''edco))ectly+ t#e te%c#e) ()ite' it into t#e co))ect '$%ce -f % lette) i' &ue''ed (#ic# i' not in t#e (o)d+ t#ete%c#e) d)%(' $%)t of t#e m%n ein& #%n&ed T#e te%m' (#ic# c%n &ue'' t#e (o)d fi)'t )eceive' % $oint t#en't%)t t#e &%me ove)

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A F$n Re!&in' Q$i> G!"e

,ent)%l -n'titute of En&li'# %nd o)ei&n L%n&u%&e' e%din& i' 'een %' % o)in& t%'> fo) mo't 'tudent'%ttendin& l%n&u%&e cl%''e' on % $)ofe''ion%l cou)'e T#i' &%me '#o(' #o( )e%din& c%n e m%de %n e=citin&%ctivity if it i' $)e'ented in t#e fo)m of % Cui?

Intro&$+tion

A l%c> of inte)e't in %ttendin& l%n&u%&e cou)'e' i' % $e)'i'tent $)o lem t#%t mo't te%c#e)' te%c#in& En&li'# to'tudent' en)olled in $)ofe''ion%l cou)'e' f%ce And (#en l%n&u%&e cl%''e' %)e %ttended+ t#e i&&e't c#%llen&elie' in motiv%tin& 'tudent' to )e%d B#ile te%c#in& on % communic%tion' cou)'e to fi)'t ye%) en&inee)in&'tudent'+ (e found t#%t one (%y of motiv%tin& 'tudent' to )e%d+ im$)ove t#ei) 'tudy '>ill' %nd $)omote $ee)te%c#in& le%)nin& %nd &)ou$ dyn%mic' (%' to tu)n t#e )e%din& %ctivity into % Cui?

/ro+e&$re

Student' (e)e $)ovided (it# % )e%din& te=t T#ey (e)e %'>ed to )e%d t#e enti)e te=t once individu%lly

T#e 'tudent' (e)e t#en divided into t(o &)ou$' T#e te=t (%' %l'o divided into t(o 'ection' of%$$)o=im%tely eCu%l len&t# E%c# &)ou$ (%' %''i&ned one #%lf of t#e te=t T#e t(o &)ou$' (e)e in't)ucted to)e%d t#e $%''%&e' %''i&ned to t#em T#ey t#en #%d to f)%me Cue'tion' %'ed on t#e $%''%&e t#%t t#ey (ould

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96/97

$o'e to mem e)' of t#e o$$o'ite &)ou$ T#e te%c#e) t#en l%id do(n % fe( &uideline' t#%t t#ey #%d to follo((#ile $)e$%)in& t#e Cue'tion' T#e Cue'tion' f)%med #%d to include com$)e#en'ion Cue'tion'+ ot# &lo %l%nd infe)enti%l+ voc% ul%)y item' %nd &)%mm%) item' T#e 'tudent' (e)e told t#%t t#ey could u'e diffe)ente=e)ci'e ty$e' 'uc# %' t)ue f%l'e+ ye' no+ $)ovidin& (o)d' f)om t#e te=t t#%t m%tc#ed % $%)ticul%) diction%)yme%nin&+ 'ynonym'+ %ntonym' %nd 'o on T#ey (e)e encou)%&ed to u'e t#e diction%)y (#ile f)%min&Cue'tion' E%c# mem e) of t#e &)ou$ #%d to cont)i ute %t le%'t t(o Cue'tion' Afte) #%vin& $)e$%)ed t#eCue'tion' t#ey (e)e %'>ed to )e%d t#e ot#e) #%lf of t#e $%''%&e %' t#ey (ould #%ve to %n'(e) Cue'tion' %'edon it t#ey (ould e %'>ed Cue'tion' y t#e o$$o'ite &)ou$F

"nce %ll t#e Cue'tion' #%d een $)e$%)ed %nd t#e &)ou$' (e)e )e%dy to e&in t#e Cui?+ t#e )ule' of t#e &%me(e)e l%id do(n E%c# $e)'on in % &)ou$ &ot % c#%nce to %'> % Cue'tion to % mem e) of t#e o$$o'ite &)ou$T#i' (%' to en'u)e t#%t eve)y one &ot % c#%nce to %'> % Cue'tion %nd %n'(e) one %' (ell T#e $e)'on (#o%'>ed t#e Cue'tion (ould decide if t#e %n'(e) (%' t#e co))ect one -n c%'e of dou t o) %ny di'%&)eement+ t#ete%c#e) (ould 'te$ in %nd medi%te E%c# co))ect %n'(e) (%' (o)t# one $oint E%c# te%m (%' &iven % timelimit of t(o minute' to %n'(e) % Cue'tion )om$tin& % te%m mem e) (%' di'cou)%&ed All t#e 'tudent' (e)et#e)efo)e )eCui)ed to )e%d t#e te=t (ell T#e te%m (it# t#e m%=imum num e) of $oint' (ould

Games in the ESL Class (Over 100 Games) (1)

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