Games webpages http://www.mes-english.com/games.

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Object 1

http://www.learn-english-today.com/fun/fun_activities.html http://busyteacher.org/5878-what-you-can-do-with-a-whiteboard- !-creative-esl.html http://classroom.synonym.com/esl-games-teenagers-"78!.html #oughts and crosses $ow to play 1. Draw a noughts and crosses grid on the board. Write number 1 9 in the corner of each square. Download a ready-made grid from the bottom of this page. 2. Divide the class into two teams. ne team is ! and the other . ". Decide on the topic of the questions you will as# they could refer to the previous unit in the course boo#$ be general questions about %nglish$ be on general #nowledge or on sub&ects the children study in their own language at school on anything at all. '. (n turn each team decides which square they want to nominate. ). *eacher as#s a question. (f the team get it right their symbol is written in that square. +. *he first team to get a line of three symbols in any direction across the grid is the winner. ,ou can play this game any number of times and #eep score.

--. /ace % great vocabulary revision game: 1. Divide the class into two teams each standing in line at the board. 2. 0ive them a topic li#e food and drin#$ sports$ countries etc 1they must be very large le2ical sets3. ". *he student at the front on each line runs to the board and must write a word in this le2ical set beginning with - on the board. '. 4he then hands the chal# or pen to the ne2t person in the row 1and runs to the bac# of the line3$ who adds a word beginning with 5 until they reach .. ). (f they cannot thin# of a word beginning with a particular letter they can leave a space$ but the team with most words at the end is the winner. %2ample of a board during a game6

&eenagers: game 7: triple pelmanisms

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Object 2

0ames to play with teenagers in the %nglish classroom. *he pairs version of this is quite well-#nown. 4tudents have a number of cards in front of them upside down and they must ta#e turns turning over two. (f they get a word that matches the picture they #eep the cards. *he student with most pairs at the end is the winner. *his version is more challenging and ( have had classes of teens thoroughly en&oying the challenge. *he version below is based on le2ical sets$ but you could choose the three parts of the verb 1go$ went gone$ drin#$ dran#$ drun# etc3. 7repare cards li#e the ones below6 *able 9itchen 7each :e2ico /ed Des# 5athroom range 4pain 0reen Wardrobe *oilet 5anana -ustralia 7in#

 8ut up the cards$ ensuring you cannot read the words when the card is upside down. 4pread them on the floor upside down and mi2ed up. Divide your class into up to five teams. %ach team must nominate a secretary who will choose the cards. ne at a time each secretary will as# the teacher to turn over three cards 1great for ;on the right<$ ;that one near your foot< etc3. therwise the teacher turns them over again in e2actly the same place as they were.

*he team only wins the cards if the words are all in the same le2ical set. *he teams with most ;threes< at the end is the winner. 4tudents really focus on the position of the cards and thin# carefully about meaning of words and how they connect.

&eenagers: game ': mime games

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Object 3

0ames to play with teenagers in the %nglish classroom. 4ome students love mime and others are not so #een. -dolescents can get very self-conscious and embarrassed$ so don<t push it upon them. 4tudents between = and 12 usually love them. ( have had many adult students who li#ed them too. 7repare slips of paper with instructions li#e these6 ,ou<re #nitting on a fast train. ,ou<re eating spaghetti with chop stic#s. ,ou<re sweeping leave outside on a windy day. ,ou<re washing a big$ angry dog. ,ou<re a clumsy waiter. ,ou<re a drun# tightrope wal#er. *hese can be relatively easy or very complicated linguistically depending on your students. 0ive a slip of paper to one student with the instructions that she is going to mime the activity and the others must guess what she is doing. >o words$ in any language$ can be spo#en. *he first person to guess in %nglish what she<s doing is the winner and gets the ne2t slip of paper. 1(f the same students always guess$ let others have a chance to mime3. nce they get the idea of the game$ get students to write similar instructions on slips of paper. *his can

get incredibly funny.

&eenagers: game ": fishing for (nglish

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Object 4

0ames to play with teenagers in the %nglish classroom. %nglish is everywhere these days6 in advertisements menus the media *o raise awareness of this$ set the following homewor# over a wee#end perhaps. -s# students to ;collect< any %nglish they find in their environment this could include literally collecting some adverts from maga?ines that include %nglish or menus from :acDonalds etc or writing down %nglish words or phrases they notice spo#en on local television or even words they and their families use that have been integrated into their mother tongue. - lovely display could be put together on the classroom wall with this collection. $angman -nother popular game that may be adapted to your needs. 7lay the classic game where students have to guess a word$ or a more sophisticated version where they have to guess entire phrases$ e2pressions$ movie or boo# titles. ) &ic &ac &oe *oo simple@ >ot really. :a#e it as challenging as you li#e. 4ay you want your students to practice the simple past tense. Draw a " by " grid on the whiteboard. Write a sentence in each square$ with a gap where the verb should go. Write a list of 1A verbs on the side 1one of them wonBt be used3. *hey must supply the right form of the verb to complete the sentence till one of the teams gets a *ic *ac *oe. *ry it with any gap-filling e2erciseC -nd e2pand the 9-square grid to a bigger 1+ or 2)-square grid as suggested in this *ic *ac *oe wor#sheet. $ot )eat 7lace one student in the hot seat$ in front of the whiteboard$ with his or her bac# to it. ,ou and another student stand behind the student in the hot seat. Write a word$ movie$ or boo# that the student must describe for the other to guess.

Di everyone C ( would li#e to #now what boo# would you recommend for a conversational %nglish course for an %lementary and (ntermediate level student. WhatBs more$ both of them are currently wor#ing in the arts field$ so they usually attend to arts e2hibitions abroad. *herefore$( guess a tailored course would be the best optionC What -rtEFisual -rts boo#s wold you recommend in order to provide my students with a general content #nowledge of the area which would help them develop specific le2is$grammar points$etc which are usually used in this wor#ing area@ *han#s and counting on your suggestions C

*onversation +uestions %rt

- 7art of 8onversation Guestions for the %4H 8lassroom. -re you a good painter@ 8an you draw pictures well@ Do you believe what art critics say@ Do you consider yourself a good artist@ Do you en&oy your art class at school@ Do you li#e modern art@ Do you li#e paintings@ Do you li#e s#etching@ Do you li#e to visit art museums@ Do you li#e wood carving@ Do you prefer using water colors or oil paint@ Do you thin# it is proper to call nude paintings art@ Do you thin# music and dancing are forms of art@ Do you thin# of cartoons and comics as art@ Do you visit museums when you go to another city@ Dave you ever been to any famous art museums@ Dave you ever visited an art museum@ What art form do you li#e best@ What art museums have you visited@ Which did you li#e the best@ Why@ Which did you li#e the least@ Why@ What famous painters do you #now@ What are they famous for@ What is art@

What is the longest time that you have spend on a painting@ What is your favorite art web site@ What would life be li#e without art@ When was the last time you went to an art museum@ Who are some famous artists in your country@ Who is a famous potter in your country@ Who is the most famous artist in your country@ What #ind of art does he do@ Who is your favorite painter@ Do you en&oy ta#ing photographs@ What things do you li#e to photograph@ Do you consider photography an art form@ Why do artist li#e to draw womenBs figures@ Why do you en&oy art@ Why is art important@ Why do people become professional artists@ Dave you ever participated in any art competitions@ Dave you ever been &ealous of someone elseBs artwor#@ Do you find 7icassoBs wor# astonishing or weird@ Do you have a favorite painting@ (f so$ what is it@ Why do you li#e it@ Do other people ever compliment your artwor#@ Do you have a s#etchboo#@ (f so$ how often do you use it@ What #ind of s#etches do you ma#e@ Do you feel proud after finishing a wor# of art@ Do you thin# graffiti is art@ Do you agree with this statement@ 0raffiti is a form of artI a form of e2pressing oneBs mind. Do you li#e to doodle@ What #inds of doodles do you ma#e@ Where and when do you doodle@ Dave you ever gone to an e2hibition@ Do you #now any art galleries@ -re there any in the place where you live@ Were you interested in art when you were young@ (n your opinion$ is design an important part of culture@ 8an you tell me the name of a fashion designer you #now@ (s design a great importance in your daily life@ *he famous artist and designer William :orris said that you should not have nothing in your house that you do not #now to be useful$ or believe to be beautifulB. Discuss. Do you #now any art gallery@ (s there any in the place where you live@ Were you interested in art some years ago@ and now@ Dave you studied any pictorial movement@ Das design a great importance in your daily life (s your wor# figurative or abstract@

What is your medium of choice@ What influences your wor#@ (f you could buy a great wor# of art$ what would it be@ 1style$ title$ artistBs name...3 Do you thin# performance art should be considered art@ What do you thin# of shoc# art@ Dave you ever seen performance art@ Dave you ever seen shoc# art@ Does art imitate life@ -re movies a form of art@

%4H -rt webpages http6EEwww.michellehenry.frEart.htm )&,-(#& %.s +,()&/0#) 1Do not show to 4tudent 53 13 23 "3 '3 )3 +3 J3 =3 93 1A3
Object 5

Dow great is your interest in art@ What<s the best art gallery you<ve been to@ Do you li#e modern art@ What do you thin# of installation art@ Do you ever thin# a lot of art is not really art@ Do you have a favorite artist@ What #ind of art do you li#e paintings$ sculpture$ ceramics$ etc@ What is art@ Does art change the way you thin# or feel@ Do you thin# anyone can be an artist or do you need a special talent@

)&,-(#& 1.s +,()&/0#) 1Do not show to 4tudent -3 13 23 "3 '3 Do you thin# all children should study art at school@ Do you thin# children should learn the history of art@ Do you thin# a painting can really be worth a million 1or more3 dollars@ Do you thin# today<s artists are as good as those from hundreds of years ago@

)3 +3 J3 =3 93 1A3

What was the last painting E poster E piece of art you bought. Why did you buy it@ Describe the pieces of artwor# in your house. What #ind of art is your country famous for@ What #ind of life do you thin# an artist<s is@ Do you have any artistic talents@ Dow would the world be different without artists@

8 K/4%46

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-1(* $/G$(2 --iploma in 1usiness:
3ithdrawal of *ambridge /nternational -iploma in 1usiness
We will not accept any entries from new candidates for the 8ambridge (nternational Diploma in 5usiness after 4 -ecember "! ". -ny candidates who have already made module entries by this date must complete all modules within three years of the successful completion of the first module entered. (ntries will only be accepted up to and including the 0ctober "! 5 e5amination session.

-*ambridge /nternational % 6 %) 7evel:

*ambridge /nternational %) and % 7evel 1usiness )tudies 897!7:

Dome 7rogrammes L qualifications 8ambridge -dvanced 8ambridge (nternational -4 and - Hevels 4ub&ects 4yllabus overview 7ast papers$ e2aminer reports and specimen papers 4yllabus updates 4upport material

*he 5usiness 4tudies syllabus enables learners to understand and appreciate the nature and scope of business$ and the role it plays in society. *he syllabus covers economic$ environmental$ ethical$ governmental$ legal$ social and technological issues$ and encourages a critical understanding of organisations$ the mar#ets they serve and the process of adding value. Hearners e2amine the management of organisations and$ in particular$ the process of decision-ma#ing in a dynamic e2ternal environment. ,ou can download one or more question papers for a previous session. *eachers registered with 8ambridge can access our password-protected *eacher 4upport site$ where a much wider selection of syllabus materials is available to download. -7ondon *hamber of *ommerce and /ndustry
;urther *ertificate for &eachers of 1usiness (nglish

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3hat is &<&: *7/7= TKT: CLIL tests the understanding of teaching curriculum sub>ects through the medium of a second or third language. 3hat does &<&: *7/7 test= TKT: CLIL tests ?nowledge about content teaching in a target language$ and the learning@ thin?ing and language s?ills which are developed across different curriculum sub&ects. TKT: CLIL tests #nowledge of lesson planning and the understanding of activities and resources needed to support a CLIL approach. (t also tests ?nowledge of lesson delivery and how assessment is carried out in CLIL conte2ts. &he test TKT: CLIL has one paper. (t lasts 1 hour 2A minutes and has =A questions. *he test is divided into four parts6 #nowledge of the principles of CLIL lesson preparation in a CLIL conte2t lesson delivery assessment.

&<&: <nowledge %bout 7anguage

Download sample paper 3hat is &<&: <nowledge %bout 7anguage= TKT: Knowledge About Language is a test of #nowledge and understanding of the systems of language from a teaching perspective. 3hat does &<&: <nowledge %bout 7anguage test= TKT: Knowledge About Language tests #nowledge of the language systems used by teachers. (t also focuses on awareness of learners. language needs and the challenges students face in learning a second language. &he test TKT: Knowledge About Language has one paper. (t lasts 1 hour 2A minutes and has =A questions. *he test is divided into four parts which test #nowledge of %nglish from a teaching perspective in6 le2is phonology grammar discourse.

&<&: Aoung 7earners

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3hat is &<&: Aoung 7earners= TKT: Young Learners is a test of the #nowledge of the strategies and s#ills required to teach young learners. TKT: Young Learners is ideal if you are an international teacher wor#ing in primary education. 3hat does &<&: Aoung 7earners test= TKT: Young Learners tests the bac#ground #nowledge related to teaching young learners of between + 12 years of age. (t also tests understanding of planning lessons$ different teaching strategies and assessing learning. &he test *his module has one paper. (t lasts 1 hour 2A minutes and has =A questions. *he test is divided into four parts6 learning and development planning lessons teaching strategies classroom-based assessment.