A TEFL Reader

Including Games, Activities,

And General Resources
Index
1
1. English Tense Chart & Timeline
Pg.!"
2. Phonemic #cri$t
Pg.%
3. Pronunciation In&ormation and Ti$s
Pg.%!'
4. Latin and Gree( )ord Elements in English
Pg. '!**
5. The Tongue T+ister ,ata-ase
Pg.*.!/
6. Classroom In&ormation &or 0oung Learners
Pg.*!"
7. Ti$s and Routines &or 0L Activities
Pg. ""!"'
8. 0oung Learner Games1Activities
Pg."2!'
9. Adult Games and Activities
Pg.'"!2
2
Tenses in English
One of the most complex issues for your students will be to mster the tenses or time in
the !n"lish ln"u"e. #his will be e$en more criticl with students whose nti$e
ln"u"es don%t put so much emphsis on the concept of &time& in "rmmr s mny
!uropen ln"u"es nd 'rbic( for exmple( do. ' bsic outline of the tenses of !n"lish
is contined in the chrt below.
Simple Tenses Simple Continuous Tenses Perfect Tenses Perfect Continuous Tenses
Simple Present:
I go.
Present Continuous
I am going.
Present Perfect
I have gone
Present Perfect Continuous:
I have been going.
Simple Past:
I went.
Past Continuous:
I was going.
Past Perfect:
I had gone
Past Perfect Continuous:
I had been going.
Simple Future:
I will go.
Future Continuous:
I will be going.
Future Perfect:
will have gone.
Future Perfect Continuous:
I will have been going.
3
English Tenses Timeline Chart
Conjugated verbs are highlighted in bold. Tenses which are rarely used in everyday conversation are marked by an asterik (*).
TIMEI!E
"IM#E
$CTI%E
"IM#E
#$""I%E
#&'(&E""I%E )
C'!TI!*'*"
$CTI%E
#&'(&E""I%E )
C'!TI!*'*" #$""I%E
#$"T TIME
+
,
,
)he had already
eaten when *
rri$ed.
#he pintin" had
been sold twice
before it ws
destroyed.
+
#$"T
#E&-ECT
,
,
* had been waiting for
four hours when he
finlly rri$ed.
#he house had been being
.ainted for o$er month
before they be"n to
decorte the interior. +
* bought new
cr lst wee,.
#he boo, was
written in 1876 by
-rn, )mith.
+
#$"T
,
,
* was watching T% when
she rri$ed.
#he problem was being
solved when * rri$ed lte
for clss.
)he has lived in
.liforni for
mny yers.
#he compny has
been managed by
-red /ones for the
lst two yers.
+
#&E"E!T
#E&-ECT
,
,
)he has been working t
/ohnson%s for six months.
#he students have been
being taught for the lst
four hours. +
0e works fi$e
dys wee,.
#hose shoes are
made in *tly.
+
#&E"E!T
,
,
* am working t the
moment.
#he wor, is being done by
/im.
-*T*&E
I!TE!TI'!
,
,
#hey are going to /ly to
1ew 2or, tomorrow.
#he reports are going to be
com.leted by the mr,etin"
deprtment.
4
%
#he sun will
shine tomorrow.
#he food will be
brought lter.
-*T*&E
"IM#E
,
,
%
)he will be teaching
tomorrow t six o%cloc,.
#he rolls will be being
baked t two. +
* will have
com.leted the
course by the end
of next wee,.
#he pro3ect will
have been
/inished by
tomorrow
fternoon.
-*T*&E
#E&-ECT
,
,
%
)he will have been
working here for two
yers by the end of next
month.
#he house will have been
being built for six months
by the time they finish. +
-*T*&E
TIME
English Phonemic #cri$t
Pronunciation In&ormation and Ti$s
1. #here re three pronuncitions for the endin" 4!567t7( 7d7( nd 7.d7.
-inl 4!5 is pronounced 7t7 fter $oiceless sounds. !xmples of $oiceless sounds re 8,9(
8p9( nd 8s9. #hus( exmples of 4!5 with 7t7 pronuncition re loo,ed( :ipped( nd
,issed.
5
-inl 4!5 is pronounced 7d7 fter $oiced sounds. !xmples of $oiced sounds re 8l9( 8n9(
nd 8$9 nd ll $owel sounds. #hus( exmples of 4!5 with 7d7 pronuncition re clled(
clened( nd plyed.
-inl 4!5 is pronounced 7.d7 fter 8t9 nd 8d9. *n these cses( the endin" dds whole
syllble to the word. #hus( exmples of 4!5 with n 7.d 7 pronuncition re wnted nd
needed.
2. #here re three pronuncitions for the endin" 4!)6 7:7( 7i:7( 7s7
3. ;hen techin" the lphbet it is helpful to chun, similr soundin" letters to"ether6
7e*7 '/< 7*67 =.5!>?#@ 7*7 *2 7e7 -)ABC1 73u67 DE;
Cisc6 0FOG
Ese this similrity to open cti$ities( "mes( clss routines6 exmple6 * li,e to use them in
lower clsses s my tem nmes6 #em '( #em /.
Latin and Gree( )ord Elements
!n"lish is li$in" ln"u"e( nd it is "rowin" ll the time. One wy tht new words come
into the ln"u"e is when words re borrowed from other ln"u"es. 1ew words re lso
creted when words or word elements( such s roots( prefixes( nd suffixes( re combined
in new wys.
Cny !n"lish words nd word elements cn be trced bc, to Btin nd >ree,. Often
you cn "uess the menin" of n unfmilir word if you ,now the menin".
' word root is prt of word. *t contins the core menin" of the word( but it cnnot
stnd lone. ' .re/i0 is lso word prt tht cnnot stnd lone. *t is plced t the
be"innin" of word to chn"e its menin". ' su//i0 is word prt tht is plced t the
end of word to chn"e its menin". Often you cn "uess the menin" of n unfmilir
word if you ,now the menin" of its prtsH tht is( the root nd ny prefixes or suffixes
tht re ttched to it.
atin &oots1 #re/i0es1 and "u//i0es
Btin ws the ln"u"e spo,en by the ncient Fomns. 's the Fomns conIuered most of
!urope( the Btin ln"u"e spred throu"hout the re"ion. O$er time( the Btin spo,en in
different res de$eloped into seprte ln"u"es( includin" *tlin( -rench( )pnish( nd
?ortu"uese. #hese ln"u"es re considered 8sisters(9 s they ll descended from Btin(
their 8mother9 ln"u"e.
*n 1J66 !n"lnd ws conIuered by ;illim( du,e of 1ormndy( which is in northern
-rnce. -or se$erl hundred yers fter the 1ormn in$sion( -rench ws the ln"u"e of
court nd polite society in !n"lnd. *t ws durin" this period tht mny -rench words
6
were borrowed into !n"lish. Bin"uists estimte tht some 6JK of our common e$erydy
$ocbulry tody comes from -rench. #hus mny Btin words cme into !n"lish
indirectly throu"h -rench.
Cny Btin words cme into !n"lish directly( thou"h( too. Con,s from Fome brou"ht
reli"ious $ocbulry s well s .hristinity to !n"lnd be"innin" in the 6th century.
-rom the Ciddle '"es onwrd mny scientific( scholrly( nd le"l terms were borrowed
from Btin.
5urin" the 17th nd 18th centuries( dictionry writers nd "rmmrins "enerlly felt tht
!n"lish ws n imperfect ln"u"e wheres Btin ws perfect. *n order to impro$e the
ln"u"e( they delibertely mde up lot of !n"lish words from Btin words. -or
exmple( frternity( from Btin frternits( ws thou"ht to be better thn the nti$e
!n"lish word brotherhood.
Cny !n"lish words nd word prts cn be trced bc, to Btin nd >ree,.
#he followin" tble lists some common Btin roots.
atin root
2asic
meaning E0am.le words
LdictL to sy contrdict( dictte( diction( edict( predict
LducL to led( brin"(
t,e
deduce( produce( reduce
L"ressL to wl, di"ress( pro"ress( trns"ress
L3ectL to throw e3ect( in3ect( inter3ect( pro3ect( re3ect( sub3ect
LpelL to dri$e compel( dispel( impel( repel
LpendL to hn" ppend( depend( impend( pendnt( pendulum
LportL to crry comport( deport( export( import( report( support
LscribL(
LscriptL
to write describe( description( prescribe( prescription( subscribe(
subscription( trnscribe( trnscription
LtrctL to pull( dr"(
drw
ttrct( contrct( detrct( extrct( protrct( retrct( trction
L$ertL to turn con$ert( di$ert( in$ert( re$ert
7
-rom the exmple words in the bo$e tble( it is esy to see how roots combine with
prefixes to form new words. -or exmple( the root -tract-( menin" 8to pull(9 cn
combine with number of prefixes( includin" de- nd re-. 5etrct mens literlly 8to pull
wy9 Mde-( 8wy( off9N nd retrct mens literlly 8to pull bc,9 Mre-( 8"in( bc,9N.
#he followin" tble "i$es list of Btin prefixes nd their bsic menin"s.
atin
.re/i0 2asic meaning E0am.le words
coL #o"ether couthor( coedit( coheir
deL wy( offH "enerlly indictes
re$ersl or remo$l in !n"lish
decti$te( debone( defrost( decompress(
deplne
disL not( not ny disbelief( discomfort( discredit( disrepir(
disrespect
interL between( mon" interntionl( interfith( intertwine(
intercellulr( inter3ect
nonL 1ot nonessentil( nonmetllic( nonresident(
non$iolence( nons,id( nonstop
postL 'fter postdte( postwr( postnsl( postntl
preL =efore preconcei$e( preexist( premeditte(
predispose( prepossess( prepy
reL "inH bc,( bc,wrd rerrn"e( rebuild( recll( rem,e( rerun(
rewrite
subL Ender submrine( subsoil( subwy( subhumn(
substndrd
trnsL cross( beyond( throu"h trnstlntic( trnspolr
8
;ords nd word roots my lso combine with suffixes. 0ere re exmples of some
importnt !n"lish suffixes tht come from Btin6
atin
su//i0 2asic meaning E0am.le words
Lble(
Lible
forms d3ecti$es nd
mens 8cpble or worthy
of9
li,ble( flexible
Ltion forms nouns from $erbs crete( cretionH ci$ili:e( ci$ili:tion
Lfy( Lify forms $erbs nd mens 8to
m,e or cuse to become9
purify( cidify( humidify
Lment forms nouns from $erbs entertin( entertinmentH m:e( m:ement
Lty( Lity forms nouns from
d3ecti$es
subtlety( certinty( cruelty( frilty( loylty( royltyH
eccentricity( electricity( peculirity( similrity(
techniclity
(reek &oots1 #re/i0es1 and "u//i0es
#he followin" tble lists some common >ree, roots.
(reek root 2asic meaning E0am.le words
LnthropL 0umn misnthrope( philnthropy( nthropomorphic
LchronL #ime nchronism( chronic( chronicle( synchroni:e(
chronometer
LdemL ?eople democrcy( demo"rphy( dem"o"ue( endemic(
pndemic
LmorphL -orm morphous( metmorphic( morpholo"y
LpthL feelin"( sufferin" empthy( sympthy( pthy( pthetic(
psychopthic
9
LpedoL(
LpedL
child( children peditricin( ped"o"ue
LphiloL(
LphilL
h$in" stron" ffinity or
lo$e for
philnthropy( philhrmonic( philosophy
LphonL )ound polyphonic( ccophony( phonetics
#he followin" tble "i$es list of >ree, prefixes nd their bsic menin"s.
(reek
.re/i0
2asic meaning E0am.le words
L( nL ;ithout chromtic( morl( typicl( nerobic
ntiL( ntL OppositeH opposin" nticrime( ntipollution( ntcid
utoL self( sme utobio"rphy( utomtic( utopilot
bioL( biL life( li$in" or"nismH biolo"y(
biolo"icl
biolo"y( biophysics( biotechnolo"y( biopsy
"eoL !rthH "eo"rphy "eo"rphy( "eom"netism( "eophysics(
"eopolitics
hyperL excessi$e( excessi$ely hypercti$e( hypercriticl( hypersensiti$e
microL )mll microcosm( micronucleus( microscope
monoL one( sin"le( lone monochrome( monosyllble( monoxide
neoL new( recent neontl( neophyte( neoconser$tism(
neofscism( neodymium
pnL 'll pnorm( pnchromtic( pndemic(
pntheism
thermoL(
thermL
0et therml( thermometer( thermostt
1J
;ords nd word roots my lso combine with suffixes. 0ere re exmples of some
importnt !n"lish suffixes tht come from >ree,6
(reek
su//i0
2asic meaning E0am.le words
Lism forms nouns nd mens 8the ct(
stte( or theory of9
criticism( optimism( cpitlism
List forms "ent nouns from $erbs endin"
in Li:e or nouns endin" in Lism nd is
used li,e 4er
conformist( copyist( cyclist
Li:e forms $erbs from nouns nd
d3ecti$es
formli:e( 3eoprdi:e( le"li:e(
moderni:e( emphsi:e( hospitli:e(
industrili:e( computeri:e
L"rm somethin" written or drwn( record crdio"rm( tele"rm
L"rph somethin" written or drwnH n
instrument for writin"( drwin"( or
recordin"
mono"rphH phono"rph( seismo"rph
Llo"ue(
Llo"
speech( discourseH to spe, monolo"ue( dilo"ue( tr$elo"ue
Llo"y discourse( expressionH science(
theory( study
phrseolo"y( biolo"y( dermtolo"y
Lmeter(
Lmetry
mesurin" de$iceH mesure "eometry( ,ilometer( prmeter(
perimeter
Loid forms d3ecti$es nd nouns nd
mens 8li,e( resemblin"9 or 8shpe(
form9
humnoid( spheroid( trpe:oid
Lphile one tht lo$es or hs stron" ffinity
forH lo$in"
udiophile( -rncophile
11
Lphobe(
Lphobi
one tht fers specified thin"H n
intense fer of specified thin"
"orphobe( "orphobi( xenophobe(
xenophobi
Lphone soundH de$ice tht recei$es or emits
soundH spe,er of ln"u"e
homophone( "eophone( telephone(
-rncophone
The Tongue T+ister ,ata-ase
5e$eloped by6 cri"stleyOyhoo.com
)ix sic, slic, slim sycmore splin"s.
' box of biscuits( btch of mixed biscuits
' s,un, st on stump nd thun, the stump stun,(
but the stump thun, the s,un, stun,.
?eter ?iper pic,ed pec, of pic,led peppers.
5id ?eter ?iper pic, pec, of pic,led peppersP
*f ?eter ?iper pic,ed pec, of pic,led peppers(
where%s the pec, of pic,led peppers ?eter ?iper pic,edP
Fed lorry( yellow lorry( red lorry( yellow lorry.
EniIue 1ew 2or,.
12
=etty =otter hd some butter(
&=ut(& she sid( &this butter%s bitter.
*f * b,e this bitter butter(
it would m,e my btter bitter.
=ut bit of better butterLL
that would m,e my btter better.&
)o she bou"ht bit of butter(
better thn her bitter butter(
nd she b,ed it in her btter(
nd the btter ws not bitter.
)o %tws better =etty =otter
bou"ht bit of better butter.
)ix thic, thistle stic,s. )ix thic, thistles stic,.
*s this your sister%s sixth :ither( sirP
' bi" blc, bu" bit bi" blc, ber(
mde the bi" blc, ber bleed blood.
#he sixth sic, shei,%s sixth sheep%s sic,.
#oy bot. #oy bot. #oy bot.
One smrt fellow( he felt smrt.
#wo smrt fellows( they felt smrt.
#hree smrt fellows( they ll felt smrt.
?ope )ixtus @*%s six texts.
* slit the sheet( the sheet * slit( nd on the slitted sheet * sit.
13
)he sells se shells by the se shore.
#he shells she sells re surely seshells.
)o if she sells shells on the seshore(
*%m sure she sells seshore shells.
Crs. )mith%s -ish )uce )hop.
&)urely )yl$i swimsQ& shrie,ed )mmy( surprised.
&)omeone should show )yl$i some stro,es so she shll not sin,.&
' #udor who tooted flute
tried to tutor two tooters to toot.
)id the two to their tutor(
&*s it hrder to toot
or to tutor two tooters to tootP&
)hy )helly sys she shll sew sheets.
#hree free throws.
* m not the phesnt pluc,er(
*%m the phesnt pluc,er%s mte.
* m only pluc,in" phesnts
%cuse the phesnt pluc,er%s runnin" lte.
)m%s shop stoc,s short spotted soc,s.
' fle nd fly flew up in flue.
)id the fle( &Bet us flyQ&
)id the fly( &Bet us fleeQ&
)o they flew throu"h flw in the flue.
<npsc, strps.
14
;hich wristwtches re )wiss wristwtchesP
Besser lether ne$er wethered wetter wether better.
' bitter bitin" bittern
=it better brother bittern(
'nd the bitter better bittern
=it the bitter biter bc,.
'nd the bitter bittern( bitten(
=y the better bitten bittern(
)id6 &*%m bitter biter bit( lc,Q&
*nchworms itchin".
' noisy noise nnoys n oyster.
#he myth of Ciss Cuffet.
Cr. )ee owned sw.
'nd Cr. )or owned seesw.
1ow )ee%s sw swed )or%s seesw
=efore )or sw )ee(
;hich mde )or sore.
0d )or seen )ee%s sw
=efore )ee swed )or%s seesw(
)ee%s sw would not h$e swed
)or%s seesw.
)o )ee%s sw swed )or%s seesw.
=ut it ws sd to see )or so sore
/ust becuse )ee%s sw swed
)or%s seeswQ
15
-riendly -rn, flips fine flp3c,s.
@incent $owed $en"ence $ery $ehemently.
.hep ship trip.
* cnnot ber to see ber
=er down upon hre.
;hen bre of hir he strips the hre(
Fi"ht there * cry( &-orberQ&
Bo$ely lemon liniment.
>ertie%s "retL"rndm "rew "hst t >ertie%s "rmmr.
#im( the thin twin tinsmith
-t fro"s flyin" pst fst.
* need not your needles( they%re needless to meH
-or ,nedin" of noodles( %twere needless( you seeH
=ut did my net ,nic,ers but need to be ,need(
* then should h$e need of your needles indeed.
-lee from fo" to fi"ht flu fstQ
>ree, "rpes.
#he boot blc, bou"ht the blc, boot bc,.
0ow much wood would woodchuc, chuc,
if woodchuc, could chuc, woodP
0e would chuc,( he would( s much s he could(
16
nd chuc, s much wood s woodchuc, would
if woodchuc, could chuc, wood.
;e surely shll see the sun shine soon.
Coose noshin" much mush.
Fuby Fu"by%s brother bou"ht nd brou"ht her
bc, some rubber bbyLbu""y bumpers.
)ly )m slurps )lly%s soup.
Cy dme hth lme tme crne(
Cy dme hth crne tht is lme.
)ix short slow shepherds.
' tree tod lo$ed sheLtod
;ho li$ed up in tree.
0e ws twoLtoed tree tod
=ut threeLtoed tod ws she.
#he twoLtoed tree tod tried to win
#he threeLtoed sheLtod%s hert(
-or the twoLtoed tree tod lo$ed the "round
#ht the threeLtoed tree tod trod.
=ut the twoLtoed tree tod tried in $in.
0e couldn%t plese her whim.
-rom her tree tod bower
;ith her threeLtoed power
#he sheLtod $etoed him.
;hich witch wished which wic,ed wishP
Old oily Ollie oils old oily utos.
17
#he twoLtwentyLtwo trin tore throu"h the tunnel.
)illy )lly swiftly shooed se$en silly sheep.
#he se$en silly sheep )illy )lly shooed
shillyLshllied south.
#hese sheep shouldn%t sleep in shc,H
sheep should sleep in shed.
#wel$e twins twirled twel$e twi"s.
#hree "ry "eese in the "reen "rss "r:in".
>ry were the "eese nd "reen ws the "rss.
Cny n nemone sees n enemy nemone.
1ine nice ni"ht nurses nursin" nicely.
?e""y =bcoc,.
2ou%$e no need to li"ht ni"htLli"ht
On li"ht ni"ht li,e toni"ht(
-or ni"htLli"ht%s li"ht%s sli"ht li"ht(
'nd toni"ht%s ni"ht tht%s li"ht.
;hen ni"ht%s li"ht( li,e toni"ht%s li"ht(
*t is relly not Iuite ri"ht
#o li"ht ni"htLli"hts with their sli"ht li"hts
On li"ht ni"ht li,e toni"ht.
=lc, bu"%s blood.
-lsh mess"eQ
)y this shrply( sy this sweetly(
)y this shortly( sy this softly.
)y this sixteen times in succession.
18
)ix stic,y suc,er stic,s.
*f )tu chews shoes( should )tu
choose the shoes he chewsP
.risp crusts crc,le crunchily.
>i$e pp cup of proper coffee in copper coffee cup.
)ix shrp smrt shr,s.
;ht shme such shpely ssh
should such shbby stitches show.
)ure the ship%s shipshpe( sir.
=etty better butter =rd%s bred.
Of ll the felt * e$er felt(
* ne$er felt piece of felt
which felt s fine s tht felt felt(
when first * felt tht felt ht%s felt.
)ixish.
5on%t pmper dmp scmp trmps tht cmp under rmp lmps.
)wn swm o$er the se(
)wim( swn( swimQ
)wn swm bc, "in
;ell swum( swnQ
19
)ix shimmerin" shr,s shrply stri,in" shins.
* thou"ht thou"ht.
=ut the thou"ht * thou"ht wsn%t the thou"ht
* thou"ht * thou"ht.
=rd%s bi" blc, bth brush bro,e.
#hie$es sei:e s,is.
.hop shops stoc, chops.
)rh sw shotLsil, ssh shop full of shotLsil, sshes
s the sunshine shone on the side of the shotLsil, ssh shop.
)trict stron" strin"y )tephen )tretch
slic,ly snred six sic,ly sil,y sn,es.
)usn shineth shoes nd soc,sH
soc,s nd shoes shines )usn.
)he cesed shinin" shoes nd soc,s(
for shoes nd soc,s shoc, )usn.
#ruly rurl.
#he blue bluebird blin,s.
=etty nd =ob brou"ht bc, blue blloons from the bi" b:r.
;hen twister Ltwistin" will twist him twist(
-or the twistin" of his twist( he three twines doth intwistH
=ut if one of the twines of the twist do untwist(
#he twine tht untwisteth untwisteth the twist.
2J
Entwirlin" the twine tht untwisteth between(
0e twirls( with his twister( the two in twineH
#hen twice h$in" twisted the twines of the twine(
0e twitcheth the twice he hd twined in twin.
#he twin tht in twinin" before in the twine(
's twines were intwisted he now doth untwineH
#wist the twin interLtwistin" twine more between(
0e( twirlin" his twister( m,es twist of the twine.
#he Beith police dismisseth us.
#he seethin" ses ceseth
nd twiceth the seethin" ses sufficeth us.
*f one doctor doctors nother doctor( does the doctor
who doctors the doctor doctor the doctor the wy the
doctor he is doctorin" doctorsP Or does he doctor
the doctor the wy the doctor who doctors doctorsP
#wo #ruc,ee truc,ers truculently truc,lin"
to h$e truc, to truc, two truc,s of truc,.
?l"ueLberin" pririe do"s.
!d hd edited it.
)he sifted thistles throu"h her thistleLsifter.
>i$e me the "ift of "rip top soc,6
dripLdrpe( shipLshpe( tipLtop soc,.
;hile we were wl,in"( we were wtchin" window wshers
wsh ;shin"ton%s windows with wrm wshin" wter.
21
-reshly fried fresh flesh.
?cific Bitho"rph.
)ix twin screwed steel stem cruisers.
#he crow flew o$er the ri$er
with lump of rw li$er.
?reshrun, sil, shirts
' blo,e%s bc, bi,e br,e bloc, bro,e.
' plesnt plce to plce plice is plce
where plice is plesed to be plced.
* correctly recollect Febecc Cc>re"or%s rec,onin".
>ood blood( bd blood.
Duic, ,iss. Duic,er ,iss.
* sw !su ,issin" <te. * sw !su(
he sw me( nd she sw * sw !su.
.edr shin"les should be sh$ed nd s$ed.
Bily ldles little Betty%s lentil soup.
'midst the mists nd coldest frosts(
with stoutest wrists nd loudest bosts(
22
he thrusts his fist "inst the posts
nd still insists he sees the "hosts.
)helter for six sic, scenic si"htseers.
Bisten to the locl yo,el yodel.
>i$e Cr. )nip%s wife%s ,nife swipe.
;heret with blde(
with bloody( blmeful blde(
he br$ely broched his boilin" bloody brest.
're our ors o,P
.n you im"ine n im"inry men"erie mn"er
im"inin" mn"in" n im"inry men"erieP
' lusty ldy lo$ed lwyer
nd lon"ed to lure him from his lbortory.
#he epitome of femininity.
)he stood on the blcony
inexplicbly mimicin" him hiccuppin"(
nd micbly welcomin" him home.
<ris <rin"le crefully crunched on cndy cnes.
?lese py promptly.
On mules we find two le"s behind
nd two we find before.
23
;e stnd behind before we find
wht those behind be for.
;ht time does the wristwtch strp shop shutP
OneLOne ws rcehorse.
#woL#wo ws one( too.
;hen OneLOne won one rce(
#woL#wo won one( too.
>irl "r"oyle( "uy "r"oyle.
?ic, prtner nd prctice pssin"(
for if you pss proficiently(
perhps you%ll ply professionlly.
Once upon brren moor
#here dwelt ber( lso bor.
#he ber could not ber the bor.
#he bor thou"ht the ber bore.
't lst the ber could ber no more
Of tht bor tht bored him on the moor(
'nd so one morn he bored the borLL
#ht bor will bore the ber no more.
*f 0ottentot tu"ht 0ottentot tot
#o tl, ere the tot could totter(
Ou"ht the 0ottenton tot
=e tu"ht to sy u"ht( or nu"ht(
Or wht ou"ht to be tu"ht herP
*f to hoot nd to toot 0ottentot tot
=e tu"ht by her 0ottentot tutor(
Ou"ht the tutor "et hot
*f the 0ottentot tot
0oot nd toot t her 0ottentot tutorP
24
;ill you( ;illimP
Cix( Ciss CixQ
;ho wshed ;shin"ton%s white woolen underwer
when ;shin"ton%s wsher womn went westP
#wo tods( totlly tired.
-reshlyLfried flyin" fish.
#he swin"est sw * e$er sw sw
ws the sw * sw sw in 'r,nss.
/ust thin,( tht sphinx hs sphincter tht stin,sQ
)trn"e strte"ic sttistics.
)rh sittin" in her .he$rolet(
'll she does is sits nd shifts(
'll she does is sits nd shifts.
0iL#ech #r$elin" #rctor #rilor #ruc, #rc,er
1ed 1ott ws shot
nd )m )hott ws not.
)o it is better to be )hott
thn 1ott.
)ome sy 1ott
ws not shot.
=ut )hott sys
he shot 1ott.
!ither the shot )hott shot t 1ott
ws not shot(
or
25
1ott ws shot.
*f the shot )hott shot shot 1ott(
1ott ws shot.
=ut if the shot )hott shot shot )hott(
then )hott ws shot(
not 1ott.
0owe$er(
the shot )hott shot shot not )hott LL
but 1ott.
)ix slippery snils( slid slowly sewrd.
#hree twi"s twined ti"htly.
#here ws youn" fisher nmed -ischer
;ho fished for fish in fissure.
#he fish with "rin(
?ulled the fishermn inH
1ow they%re fishin" the fissure for -ischer.
?retty <itty .rei"hton hd cotton btten ct.
#he cotton btten ct ws bitten by rt.
#he ,itten tht ws bitten hd button for n eye(
'nd bitin" off the button mde the cotton btten fly.
)uddenly swer$in"( se$en smll swns
)wm silently southwrd(
)eein" six swift silbots
)ilin" sedtely sewrd.
#he ochre o"re o"led the po,er.
*f you stic, stoc, of liIuor in your loc,er(
*t%s slic, to stic, loc, upon your stoc,(
Or some stic,ler who is slic,er
;ill stic, you of your liIuor
*f you fil to loc, your liIuor
;ith loc,Q
26
)hredded )wiss chesse.
#he soldiers shouldered shooters on their shoulders.
#heophiles #histle( the successful thistleLsifter(
in siftin" sie$e full of unLsifted thistles(
thrust three thousnd thistles throu"h the thic, of his thumb.
1ow.....if #heophiles #histle( the successful thistleLsifter(
in siftin" sie$e full of unLsifted thistles(
thrust three thousnd thistles throu"h the thic, of his thumb(
see tht thou( in siftin" sie$e full of unLsifted thistles(
thrust not three thousnd thistles throu"h the thic, of thy thumb.
)uccess to the successful thistleLsifterQ
#hn, the other three brothers of their fther%s mother%s brother%s side.
#hey both( thou"h( h$e thirtyLthree thic, thimbles to thw.
*rish wristwtch.
-red fed #ed bred( nd #ed fed -red bred.
.ows "r:e in "ro$es on "rss which "rows in "roo$es in "ro$es.
=ris, br$e bri"diers brndished brod bri"ht bldes(
blunderbusses( nd blud"eons LL blncin" them bdly.
#r"edy strte"y.
)elfish shellfish.
27
#hey h$e left the thriftshop( nd lost both their thetre tic,ets nd the
$olume of $luble licenses nd coupons for free thetricl frills nd thrills
Classroom In&ormation &or 0oung Learners
Teaching #honics
?honics is one method of techin" children how to red. .hildren re tu"ht how to
&sound out& new words by lernin" the followin" items6
.onsonnt letters sounds6 b( c( d( f( "( h( 3( ,( l( m( n( p( I( r( s( t( $( w( x( y( :
=lend sounds6 br( cr( dr( fr( "r( pr( tr( wr( bl( cl( fl( "l( pl( sl( scr( str( sm( sn( sp( sc(
s,(
)hort $owel sounds6 ( e( i( o( u
'lwys tech short $owel sounds first6 L pple( e L elephnt( iL i"loo( o L octopus(
u L umbrellN
5i"rph sounds6 sh( ch( th( wh
#wo letters combine to m,e totlly different sound.
5ouble $owel sounds6 i( e( ee( o
#hese pirs sy the nme of the first $owel.
Other double $owel sounds6 oi( oo( ou( ow
)ilent e6 )ilent e is bossy( it doesn%t sy nythin" but m,es the $owel before it
sy its own nme.
F controlled $owel sounds6 r( er( ir( or( ur
1otice tht er(ir nd ur m,e the sme sound.
?honics is series of rules tht children h$e to memori:e nd pply when they re
soundin" out new words. .hildren re tu"ht rule( i.e. )ilent e( nd then they prctice
redin" words with )ilent e. #hen children do s,ill sheets t their des, hi"hli"htin" the
)ilent e rule. .hildren must lern letter sounds to n utomtic le$el L they must be ble
to see the letterMsN nd sy the sound immeditely.
.ritics point out tht the redin"7prctice mterils ren%t $ery interestin"( &)ee )pot run.
Fun )pot run. )pot runs fst.& *t is contri$ed tmosphere of redin" prctice usin" the
phonic rules.
28
0ere%s the bi""er problem6 children who stru""le in redin" memori:e phonic rules( nd
then re unble to pply phonic rules to connected print. #o remedy this problem( two
thin"s must hppen6
1. Only the most importnt phonic rules should be tu"ht in the lest complicted
mnner possible. -or exmple( in techin" $owel sounds( it is distrctin" to tl,
bout &short $ersus lon"& $owels. *nsted( child should be tu"ht the short
$owel sounds first. #hen when child encounters lon" $owel s in the word
find( tell him( &#ht $owel sys its own nme.&
2. ?honics must be tu"ht in wy tht llows these children to immeditely
prctice phonic informtion in rel stories. !$ery time child is tu"ht new
phonic informtion( he should be "i$en short redin" selection tht hi"hli"hts
the phonic rule. .ompletin" s,ill sheet is "ood( but e$en better is to help the
child prctice pplyin" the phonic s,ill to connected print.
' child cnnot lern to red without proper ,nowled"e in phonics. *t is the foundtion for
success in redin". )he will succeed to red if she ,nows phonics.
3hole anguage
;hole ln"u"e is &whole L prt& method of techin" children to red. M?honics is
&prt L whole& redin" method.N #echers use connected print to introduce redin" to
children. .hildren re encour"ed to memori:e words s whole units. #hey do hndsLon
cti$ities such s writin" in 3ournls( nd nly:in" words in context( by usin" pictures(
for menin".
;hole ln"u"e hs stren"ths in tht children be"in to write erly. #hey re in$ol$ed in
connected print( nd they re usin" personl ln"u"e s,ills m,in" the process of
redin" more interestin". #he we,ness of whole ln"u"e methods is tht some children
ne$er "et full phonic foundtion. #hey re unble to decode unfmilir words. Feserch
hs shown tht "ood reders lwys use phonics to decipher new words.
Fedin" is best tu"ht usin" combintion of three methodolo"ies6
'uditory trinin" L trinin" for the ers to prepre the child%s brin for phonics.
?honics L ,nowled"e of letterMsN sounds.
;hole Bn"u"e L immedite ppliction of phonics into connected stories.
Fedin" be"ins in child%s ers. ;hen you tl, to your child( you re puttin" the sounds
of the !n"lish ln"u"e into his brin. 0is brin is properly wired to lern to tl, bc, to
you. O$er time his spe,in" $ocbulry "rows to thousnds of words. #he more you tl,(
sin"( nd red to your child( the bi""er his spe,in" $ocbulry will become. 0ere is the
surprise6 children%s brins re not utomticlly wired for redin". 2our child needs your
help to become successful reder. Bernin" how to red be"ins when your child%s ers
re redy. #here re se$erl thin"s you cn do to "et your child%s ers redy. #ech him
how to rhyme by plyin" rhymin" "mes( or redin" rhymin" poems to him. ?ly some
29
of the other "mes presented in this website. 0is ers re redy when he cn rhyme nd
ply the "mes successfully.
#ech your child lphbet letter nmes nd sounds. #his is the be"innin" of phonics.
?honics is lernin" wht letters nd letter combintions &sy.& *t is n essentil prt of
lernin" how to red. 5on%t ssume tht your child lerned ll the letter sounds in school.
*t is li,ely tht she does not ,now the $owel sounds becuse they sound so similr. Other
importnt phonic combintions re listed in the sidebr. ;hen your child lerns letter
sounds( tech her to &blend& them to"ether to &sound out& new words. <nowled"e of
phonics will help her to red mny words tht follow phonic rules. #he best wy to
incorporte phonics is to find short redin" selection tht hs lot of &sh& words( for
exmple( nd red those words to him. 's, your child to sy some words be"innin" with
the &sh& sound. #hen tech him to red the short selection. .ontinue techin" phonics by
findin" other short redin" selections( ech hi"hli"htin" one of the letter combintions
from the phonic list. ?lese notice tht letters nd letter combintions pper in different
plces in words. @owels often occur in the middle of words. &;h& occurs t the
be"innin" of words nd &.h& ppers t the be"innin" or end of words.
?honic s,ills must be put into connected print in order to become useful. .onnected print
is short selections in m":ines or boo,s. #wo boo,s( both by 5r. )euss( h$e wonderful
selections to help child pply phonic s,ill by redin" connected print.
1. Hop on Pop( n esier selection by 5r. )euss M1963N( hs the followin" selections6
o p"es 3L5 short u &Ep pup pup is up.&
o p"es 22L24 short e &Fed Fed #hey cll me Fed.&
o p"es 26L33 short &?t ct ?t st on ct.& &5d is sd. @ery( $ery sd.&
o p"es 4JL41 short o &;e li,e to hop on top of ?op.&
o p"es 56L57 short i &;ill is up hill still.&
2. One Fish, Two Fish, Red Fish, Blue Fish( by 5r. )euss M196JN( hs these
selections6
o p"es 1JL11( 18L19 short u &#hey run for fun in the hot( hot sun.&
o p"es 26L27 e words &Oh derQ * cnnot her.&
o p"es 3JL31 oo words &0e too, loo, t the boo, on the hoo,.&
o p"es 4JL43 short i &*t is fun to sin" if you sin" with 2in".&
o p"es 48L49 short e &2ou ne$er met pet s wet s they let this wet pet
"et.&
2ou should help your child red new redin" selection e$ery other dy. #his is
incorportin" whole ln"u"e methods of lernin" how to red. Esin" &#o( ;ith( nd =y&
tech your child how to red couple of sentences or one pr"rph until it sounds "ret.
#he whole ln"u"e method helps your child lern to red &si"ht words.& )i"ht words
must be memori:ed becuse they don%t follow phonic rules. M0lf of ll words in the
!n"lish ln"u"e re si"ht words.N
=est of ll( usin" To, With, and By will impro$e your child%s fluency nd comprehension.
#he "ol of redin" is comprehension. ;hen your child is ble to sound out new words(
3J
hs memori:ed bunch of si"ht words( reds fluently nd understnds wht he red( he
hs lerned how to redQ
More #honics
did some phonics tody with elementry stu%s in h"won. Bods of stuff6 ,eep it esy L
we did Lp nd Lop words tody Mtp nd top( for exmpleN. *ndeed( when they stru""led
to "et the differences it mde me relise how much one 3ust relies on context. * h$en%t
done much with phonics( but * m Iuite surprised how difficult they find it. ' hint here is
to m,e it bsurd the differences by usin" sentences e.". you wnt to wer my catP Cy
hatPP
1. use picture cues for mny "mes. C'12 "mesQ fly swt "mes Mhit the ri"ht crdN(
runnin" "mes Mrun to the ri"ht crdsN( "uess the number "mes Mstic, the pics on the
bord( number them( then write number under your hnd nd "et them to "uess L by
syin" the word L the ri"ht crdN( write the number "mes M "ood one to strt withNH
ctions( ction "mes( etc.
2. we hd writin" rces tody L "i$e %em run up nd pen nd they h$e to write the
word or the sentence on the bord first..N Often these re more sort listenin" bsed( but
tht lst one is cool becuse it "i$es %em chnce to prctice without ny performnce
nxeity they re 3ust syin" the words to help their "uy win the rce.
3. 5rills .'1 be fun( nd re importnt. follow up with exercises where they h$e to
number similr soundin" words in the order sid( fill the "ps in little rhymes M"ood
prctice before "me of bin"oN 't the end you mi"ht be ble to "et them to rhyme them
nd m,e funny poems.
4. Mredin"N * would lso recommend the le$eled reder( 'LG boo,s. #hey re "ret nd
"i$e lots of choices. )tudents cn lso colour nd personli:e them. * lso recommend
redin" to"ether. !$en some of the 5r. )euss( * h$e on line or the nursery rhymes
powerpoint full of nursery rhymes. #his too is phonicsQQQ Felly is nd don%t let people
tell you it isn%t . ?honics is 3ust techin" students to cte"ori:e7e$lute text nd speech.
.onnect the two6 redin" in different context.
5. * prefer techin" phonics wholisticlly( rther thn indi$idul sounds nd lin,in" 7
cretin" words by syllbles. )yllbles re helpful but when it comes to communiction(
they don%t men thin" other thn to lin"uist Mphony phonemesN. One wy is to use
flshcrds. one side the picture( the other side the word. .hildren lern to pronounce the
words from other students nd the techer. One "ood wy is to use set in ?ower?oint(
"o o$er the pronuncition nd then print this ?ower?oint( 6 slides to p"e nd cut nd
you h$e flshcrds for the children to ply "mes with. .ollect7,eep nd you h$e "ret
sets for ll $ocb. res.
6. #he first min chllen"e *%m tryin" to o$ercome is how to focus more on
suprse"mentl rther thn se"mentl phonolo"y. #here re mny "uides nd "mes for
the ltter Msyllble rticultionN but not so mny for de$elopin" s,ills tht im for
impro$in" suprse"mentl Muse of $oice freIuency( timin" nd mnipultion of pitch( nd
31
durtion( stress( nd loudness of syllble combintionsN. *n the cse of youn" lerners
there is much more potentil to impro$e this re( nd impro$ement in this re correltes
he$ily to impro$ement in other res of ln"u"e cIuisition( but we tend to rely on
mimic,in" nti$e spe,ers in clss( which cn be borin"( repetiti$e( nd not tr"eted on
specific impro$ements.
#he second chllen"e is h$in" to rely lmost entirely on inte"rti$e moti$tion( s there
re few instrumentl moti$tors beyond students% complincy to the techer%s wishes.
*mpro$ed phonolo"y presents little or no immedite cdemic wrd Mor filure little or
no immedite conseIuencesN for students. #o o$ercome this *%m tryin" to put to"ether
"me bsed on hwLtu MN in which students try to mtch crds continin" phrses
with the sme stress ptterns. *%m still tryin" to fi"ure out how to dpt it to the rules of
hwLtu but when *%m done *%ll try to post my new "me. *%m lso "oin" to try to m,e
modified "me out n cti$ity usin" ori"mi tht /in,s tu"ht me.
Task 2ased earning
-irst( it is importnt to understnd wht constitutes ts,. *n #=B( ts, is "olL
oriented cti$ity with cler purpose. *t should chie$e n outcome nd crete finl
product. )ome exmples include6 listin"( orderin" nd sortin"( comprin"( problemL
sol$in"( shrin" personl experiences( nd creti$e ts,s.
)ome sy tht #=B is li,e ??? lesson turned upside down( or s ;illis would sy &???
the ri"ht side up&. 's in ???( there re three min phses in #=B lesson. #hey include
the preLts, phse( the ts, cycle nd ln"u"e focus.
*n the preLts, phse( there is n introduction to the topic nd the ts,( exposure to rel
ln"u"e Mwhich could include tpe recordin"s of nti$e spe,ers completin" the sme
ts,N( nd the use of texts nd cti$ities in$ol$in" the texts.
*n the ts, cycle phse( ts, is completed( then students re s,ed to en""e in
%plnnin"% st"e to prepre for reportin" on how they completed the ts,. 5urin" the
plnnin" st"e( students cn drft nd reherse wht they wnt to sy( with the help of the
techer. *n the reportin" st"e( students report on the ts,( while others listen nd "i$e
comments. #here is no errorLcorrection durin" the ts, cycle phse.
32
#he finl phse is ln"u"e focus( where students nlyse ln"u"e nd prctice it. =sed
on the texts tht students used in the first phse( the techer will set some ln"u"eL
focused ts,s. 0ere( there is focus on form.
$ctivity #ro.s
Esin" the prop of one cti$ity s the crux of the next cti$ity. * sw this t demo clss
t =ucheon )eo elementry school6 #he ,ids were doin" min"ler with Iuestion crds(
nd once they st down there ws letter on the bc, of their crd. !$eryone t the tble
would put their letters to"ether to m,e word6 trnsitionl element built into the
cti$ity( but the Iuestion is how to m,e tht trnsition without the ### tht ws used
durin" the demo clss. 'cti$ity with crds ### to explin trnsition 1ext cti$ity
with crds M* "uess the element of surprise7un,nowin" is wht m,es this trnsitionl
elementN. * men the ,ids mi"ht ,now the crds re 3ust used for two cti$ities( so you
cn interpret it s 1 prop for two cti$ities( but if the children re unwre of the second
use( then * thin, it splits the dynmic into somethin" di$erse.
Consolidation
!$ery clss7unit7or semester should h$e consolidtion function tht brin"s to"ether
e$erythin" lerned. 0ow to do itP ;hen to do itP ;ht comprises consolidtionP re
the Iuestions t hnd.
Classroom Movement
;hen the students need to mo$e( the # cn st"e it to music. *f you h$e n cti$ity tht
"ets the students up nd mybe sittin" in different sets6 ply son" nd h$e the )s
mo$e bc, to their ori"inl sets. #he bsic ide is for #s to be wre tht this is
possibleH music R mo$ement.
Material #re.aration
0$e the )s pste into their noteboo, n en$elope( so you cn ssi"n ny cuttin" or
preppin" for homewor,( nd they cn store the pieces in their en$elope.
'lso either h$e n !n"lish folder tht the )s brin" to clss with them( or t,e the time to
pste the hndouts nd sheets into their boo,6 net little inclusi$e cti$ity tht puts
e$erythin" theySre doin" in one boo,.
*sing -lashcards in the English Classroom
Cost techer use flshcrds in their !n"lish lessons when they h$e to introduce new
$ocbulry. Esin" flshcrds with students will llow them to be ble to understnd the
new $ocbulry without ny ,ind of trnsltion. ;e must t,e into ccount tht there re
33
lexicl fields tht cnnot be illustrted with flshcrds Msome bstrct words( such s
feelin"sN.
#o strt with( we will lwys choose comprehension cti$ities. #his mens tht the
students re not reIuired to sy the new wordsH they should 3ust try to understnd them.
'fter this st"e( it is "ood to introduce cti$ities( which reIuire repetiti$e production.
#hen( they will be redy to de$elop ts,s in which they h$e to spe, without models.
-inlly( we will h$e to introduce interction cti$ities( which in$ol$e contextul use of
the ln"u"e.
Com.rehension
L)yin" 0ello Monly in infnt eductionN6 @ery youn" children en3oy syin" hello to the
nimls( the people( nd e$en the ob3ects. ;e cn put the flshcrds in different plces in
the room nd h$e )s "reet them lternti$ely.
;hen the )s h$e mstered the min $ocbulry( we cn m,e errors li,e syin"( 80ello
,n"roo( how re youP9 when we re spe,in" to the mon,ey. .hildren will be
deli"hted to sy( 8no( tht is mon,eyQ9.
L#he .hin6 ;e put ll the flshcrds in different plces. ;e choose one student nd we
sy one word( 8don,ey9. #he ) hs to find the ri"ht flshcrd in the ri"ht spot. #he ide
is to use repetiti$e chin of words6 5on,ey( mon,ey( horse( ct( do"( nd pi". Ese the
sme chin for ech ).
L?oint #o6 # sys( 8point to the don,ey( point to the horse( nd )s h$e to perform the
ctions. /:: it up by chun,in" more nimls to"ether or m,in" rhythm out of it6 ?oint
to the tur,ey( horse( tur,ey( ct( do"( pi"( tur,ey. ;or,s well with the chin strted with
nother cti$ityH try to ,eep the sme chin throu"hout the different cti$ities( nd once
)s h$e mstered the $ocb( then chn"e the chin rndomly for spice.
L;here *s *tP6 # turns ll the crds upside down Mon the floor7tbleN( nd then chooses 1 )
to be s,ed Iuestion6 where is the ctP Ese 1 ) for s mny times s possible( or until
filure. 'lso( use chin for this.
L=e Duic,Q6 # puts ll the crds in different plces in the room( or hs )s hold them up.
# s,s 2 )s to stnd. # sys one word( 8>irffe9( nd both )s will try nd "rb it to brin"
bc, to their des,. 't the end( the student with the most crds wins.
&e.etition
0ere re cti$ities with flshcrds tht promote echoic repetition of $ocb.
34
L#he ?rrots6 1 ) le$es the room( nd the # hides flshcrd round the room
somewhere. #he ) comes bc, into the room( nd the other )s will chnt the word on the
hidden flshcrd softly if the ) is fr wy( nd loudly if the ) is close to the crd.
L;hispers6 5i$ide the )tudents into "roups. ?ut ll the flshcrds on the bord. 0$e
"roup representti$e come to you nd then whisper to them one of the words. #hose )s
must return nd whisper the word to the ) next to them. #he "roup must whisper throu"h
ll the students( nd the lst student will run up nd "rb the flshcrd.
#roduction
LCd ?ointer6 ?ut ll the crds on the bord( nd point to series of four7fi$e $ery
Iuic,ly. )s must py ttention nd try to memori:e the crds nd the seIuence. 's, )s
one by one to see if they re ble to sy the words in the ri"ht order.
LCemory >me6 ?ut ll the crds in pile( nd show them one by one notin" the
seIuence( nd then h$e students tell you the seIuence tht the crds cme out in.
LEpside 5own6 ?ut ll the crds upside down( nd s, )s( 8wht is thisP9.
L/ust Bittle =it6 #,e one crd nd hide it behind boo,( folder( etc. )how 3ust little
bit of the crd( nd s, )s to fi"ure out wht it is.
L/ust >limpse6 #,e one crd nd show it $ery Iuic,ly( so the )s cnSt see it clerly.
#hen s, wht it is( nd let the )s fi"ure out.
L#he Cissin" .rd6 ?ut ll the crds on the wll7crpet( nd h$e students loo, t them
for 15L3J secs. #hen s, them to close their eyes( nd the # remo$es one crd. )s must
find out( which one is missin". #he ) who pic,s the ri"ht crd "ets to pic, the next crd
tht will be remo$ed for the )s.
LOn Cy =c,6 ?ut one crd on )Ss bc,( nd let them "o round loo,in" t the other
)sSs crds to fi"ure out which one they h$e. @ritions re bundnt for this.
LOdd One Out6 ?ut some crds on the bord. 'll the crds should be relted to topic
except for one crd. !xmple6 trousers( 3c,et( cow( shoes( shirt( sweter. 0$e the )s
fi"ure out the odd one.
Interaction
*nterction cti$ities reIuire contextul ln"u"e. -or this reson( * cnnot su""est ny
"enerl cti$ity tht could be pplied to different lexicl fields.
35
-or exmple( if we re lernin" $ocbulry relted to nimls( we could ply the role of
hun"ers in the 3un"le.
Teaching "ongs to 4oung earners
)on"s re "ood resource for !n"lish #echin"6
1. #hey re funny
2. #hey promote mimics( "estures( nd etc ssocited to the menin"
3. #hey re "ood for introducin" suprse"mentl phonetics Mstress( rhythm( nd
intontionN
4. )s ply prticipti$e role
5. )on"s cn be dpted for comprehension s,ills( or production s,ills
6. #here re son"s for ll le$els nd "es
7. )s lern !n"lish $ery esily throu"h echoic memory
*t is not enou"h to ply cssette75@57@.5 or to 3ust sy( 8BetSs sin" son"Q9 #echers
must introduce cti$ities to promote studentSs comprehension nd cIuisition of the
rhythm. -urthermore( if #s wnt the )s to sin" the son"( they( the students( must listen to
it mny times. 0ow do #s do tht without the )s "ettin" boredP
"ong $ctivities To #romote Com.rehension
L0nds EpQ6 )tudents h$e to put their hnd up when they her chosen word. #s cn
increse the difficulty by ddin" ctions with more words6 put your hnds up when you
her 8cr(9 nd close your eyes when you her( 8ti"er.9 =y ddin" new reIuest ech
listenin"( you cn crete funny #?F dnce tht ties the $ocb. to n ction. *t is "ood to
use menin"ful "estures tht relte to the word7picture6 swin" rms for mon,ey.
L#he .hirs6 ?ut chirs in circle( nd h$e ll )s sit except 1 who will sty in the
middle. ?ut flshcrds under the chirsH you must h$e two of ech crd. ?ly the music(
nd when they her the word( 8mon,ey(9 the 2 )s with mon,ey crd try nd switch
sets( nd this is when the ) in the middle cn try nd stel setQ
L>p fill6 ob$ious controlled cti$ity( but cn be Iuite useful in con3unction with other
more intercti$e nd free cti$ities.
"ong istening $ctivities
#hese cti$ities promote n unconscious lernin" of the son". #hey re useful if we wnt
the )s to sin" the son" fter while.
36
L?ss the =ll6 ?ut chirs into circle( or use whte$er rrn"ement will wor,. 0$e the
)s sit down( nd "i$e 1 ) the bll. ?ly the music( nd h$e the )s try to pss the bll
with the rhythm of the son". #he ) who hs the bll t the end of the son" must stnd up
nd nswer7s,7produce some sort of Iuestion7ts,7etc.
L#he Fin"6 Mfor $ery youn" childrenN #he trditionl rin" round the posy ,ind of "me
in which )s dnce round in circle( nd then fll down( or somethin" else.
L#he ."e6 )me s the rin"( but with prop6 plce rin" tht the )s must wl, throu"h
while dncin"( nd when the music stops( or is stopped( the ) in the c"e must nswer
..D( etc.
Classroom &outines
Foutines re $ery useful for youn" lerners6 they will feel confident nd it "i$es them
sense of consistency. Foutines should in$ol$e the )sSs prticiption s much s possible.
#his will "i$e you the opportunity to reinforce the must importnt content e$ery dy(
without the )s "ettin" tired of it.
5aily &outines
LC,e .lendr nd ;ether ;ll chrt6 C,e bi" poster wit the Iuestions( ;ht
dy is todyP( nd ;ht is the wether li,eP( nd other Iuestions tooQ # m,es ll the
flshcrds nd words tht )s mi"ht need to nswer those Iuestions( nd then the # puts
them in box7continer. !$ery dy( the # pic,s ) to stic, the ri"ht crds nd words on
the wll chrt.
L.ount the )tudents nd 's, *f )omeone *s Cissin"6 ?rctices numbers.
L's, *f #here *s ' =irthdy in the .lssroom6 C,e f,e c,e nd use it throu"h the
course.
L5ressin" the .lss 'niml6 Ese ber( or stuffed niml( nd s, the )s to dress the
niml ccordin" to the wether.
L#he !n"lish .orner6 C,e n !n"lish .orner in the clssroom. # cn put ll the
flshcrds( $ocb words tht h$e been tu"ht. # cn lso m,e nd put copies of
ts,s7"p fills7mtchin" exercises( nd others there for the )s to choose nd do when they
h$e time.
5isci.line and Classroom Control
5onSt ccept loud beh$ior( which mens do not tl, o$er the )s( or continue the
lesson7cti$ity while )s re ctin" out. #his mismtches wht is cceptble in the
clssroom nd promotes further disruption becuse the techer models tht it is o,y to
37
continue not pyin" ttention while the # is wor,in". #o correct this cti$ity( stop nd
use body ln"u"e s tcticH lso( use rhymes( nd repeted hnd motions tht the
students will pic, up on. ;ith one clss( * would rise my hnd plm out( nd touch my
elbow with my other hnd( nd the )s ,new it ment to Iuiet down. #he best wy is to
incorporte few different methods.
L*f 2ou re 0ppy nd 2ou <now *t6 Ese this to m,e commnds in procti$e wy. *tSs
discipline without the hrsh ed"e6 8*f you re hppy nd you ,now it close your
mouth7sit down7stnd up7etcQ9 #ech it t the be"innin" of course.
L*f you h$e disrupti$e )( sometimes it is helpful to choose them nd h$e them come
to you nd be your holder7helper. *Sll h$e them hold my buc,et of "oodies( or mybe
collect the flshcrds for me s * use them. )ometimes * 3ust h$e the ) come up to me
nd hn" out with me little up front before sendin" them bc, to sit down. #he ) hs
no ide why( nd if you do it nicely they h$e no ide you re disruptin" their disruption.
LC,e sure to tech the phrses nd words tht you will use for commnds( nd
discipline6
Fed Boo, ;rite Ctch Bisten ;or,.
One wy to tech these is by prcticin" them in $ocb. mnners( nd then usin"
controlled mtchin" exercise.
$sking 6uestions1 and develo.ing your CC6 style.
* hd presenttion with coLtecher one dy( nd we were pssin" the locus of control
bc, nd forth in "ood mnner( but * "ot to obser$e his Iuestionin" style( nd it mde
me reli:e how poor mine ws in comprisonQ
2our Iuestionin" style is one of the most importnt strte"ies techer cn h$e nd
utili:e sys( 5ou"ls 0. =rown loo, for his boo,6
-rom my obser$tion( * noticed these thin"s6
1. 0is ..DSs were nonLliner Mmore creti$e in pprochN.
2. 0e pused to redirect the topic to distnt( yet relted topic( or he would strt
with relted topic nd wor,ed towrds the tr"et ln"u"e.
3. 0e emphsi:ed ction.
4. 0e s,ed the )s direct Iuestions tht were contextul for their sitution( insted of
3ust Iuestions bout the flshcrds7ob3ects of lernin". !xmple6 0e would s,
bout the other students( himself( the )Ss prents( etc.
".ecial !otes
38
L* lwys use tems in my 2B clsses Mnot only for "mes7nd cti$ities but for "enerl
rewrds( nd punishment lso. * use str system for rewrds( nd the result of h$in"
the most strs is tht tem cn le$e the clssroom firstN Esin" str system cn id in
lernin" nd production too. * donSt lwys use strs( or simple tem nmes. * will pull
$ocb out of the lesson nd use tht s the tem nme( or s the bord point. * mi"ht h$e
#em '( nd #em / Msimilr sound letters( nd for their points( * mi"ht drw #em ' n
ice crem( nd then drw tem = crrots6 this system llows you to s, more ..D) bout
preference( mount( si:e( color( etc( '15 it llows you to "et them md7upset. 5rw
smll crrot $s. bi" ice crem nd see wht tht tem does6 use it for B2 productionQ
.rfted techer mist,es re $ery useful becuse the )s will h$e desire to correct the
problem( sitution.
L-or 2B clss disruption you cn chn"e the setin". * men sometimes h$e the )s sit
on the floor nd "o on with the lesson. #hey h$e less reson to stnd up nd fid"et if
they chn"e e$ery once in while.
L;hen choosin" students( donSt 3ust lwys cll someoneSs nme. Ese different methods6
eenie menie miney mo( or pic, studentH h$e them close their eyes nd spin with their
rm nd fin"er pointed outH then sy( 8)#O?(9 nd whoe$er tht ) is pointin" t is chosen.
'nother rhyme is6
One( two( three( four( fi$e(
#his is !n"lish( !n"lish time.
)ix( se$en( ei"ht( nine( ten(
.ome with meH weSre "oin" to ply.
39
4J
Ti$s and Routines &or 0L Activities
#ower.oint
Ese powerpoint slides in your clss to introduce mny thin"s Mpictures( ides( ctions(
soundsN( but for this purpose m,e sure to use some it for introducin" son" lyrics. #he
students need to see them( nd you cn do mny cti$ities with the lyrics before e$en
"ettin" into the son". #he whole clss cn $iew them( nd itSs esy to mnipulte with
the pro"rm.
*sing 7otseat
;hen you use hotset( sometimes use it ri"ht fter n cti$e listenin" cti$ity becuse the
students will be ble to employ the "estures they lerned for the cti$e listenin" cti$ity.
* didnSt come up with thisH it 3ust hppened one time( nd my students were "i$in" hints
with the "estures6 "ret stuffQ
6ueing Choral &e.etition
/ust simply s, the whole clss( 8whtP * didnSt her tht9
$ 7angman 7int
*f you thin, the word7sentence7or construction is too hrd for you students( or it is the
first time you ply word "uessin" "me( you cn "i$e them hint in the form of
mist,e6 ;rite the slots for typicl hn"mn "me( but write letter insted of slot
8ccidentlly9. *f some students were wtchin" they will see the letterH then you loo, t
it nd m,e some oops "estures before ersin" itH the students will understnd wht
hppened. * donSt ply hn"mn( * 3ust do sentence nd word "uessin" with pttern
prcticed Iuestion forms.
Com.rehensible In.ut and 6uestions
!A6 * h$e flshcrds with the dys of the wee,. * pic, up #hursdy nd h$e "roup 1
count throu"h the letters with me. #hen( * s, them bout the 5
th
letter. #he countin"
"i$es them scffold to understnd the Iuestion( nd e$en if they donSt ,now the
Iuestions( they my reco"ni:e the similrity between the numbers 5 nd 5
th
. Ese this
exmple to expnd your use of .* nd preppin" of the students.
3hose e/t1 3hose &ight8
;hen modelin" for left7ri"ht sides or directions m,e sure you re fcin" the wy the
students re fcin". Cny 2Bs do not reco"ni:e the difference between the wy youSre
41
fcin" Mtowrds themN nd the wy theySre fcin" Mtowrds youN. .ut down the confusion
nd show them only their wy.
TTT &eduction
Feduce your ### by Iueuin" chorl repetition with your fin"ers6 ech fin"er will
represent letter in the sentence7syin". 5 words T 5 fin"ers( plus sometimes the ,ids
will 3oin with you( nd tht 3ust dds some physicl "estures to their prctice.
-rontloading
*n some cti$ities the techer my need to frontlod certin informtion. -rontlod
structures nd ides tht re infreIuent in the cti$ity but re importnt for lernin" nd
bein" ble to produce the B2 more. !A6 "rb b" of pictures6 the students must t,e
picture nd sy sentence bout the fetures of the picture. #o ,eep the students from
repetin" the sme old nd bused fetures frontlod picture or two tht pushes them to
use nother feture6 * would h$e frontloded n elephnt nd thetre ms, becuse the
prominent fetures will push the children to pic, them out nd use them.
Im.lying the &ules)"tructure /or an $ctivity
'. =efore strtin" pttern prctice cti$ity( the # will put the pttern on the bord nd
then h$e the )s repet it fter the # with the === Mbeep beep beepN sound. #hen the #
will sy the pttern filled in correctly with word6 the )s will repet. #he # then
nswers7"i$es the response they would normlly "i$e if ) were producin" the pttern on
their own.
!xmple6 Better fillLin cti$ity6 U U U U U U U U U U U U UQ
#he pttern6 *s there UUUUP
# T *s there ===
)s T *s there ===
# T *s there DP
)s T *s there DP
# T 1o( there is no D.
# repets wron" one "in( nd then "i$es the )s ri"ht letter( so they see how the
cti$ity will unfold.
=. >i$e the )s implied structure by puttin" plce m"nets under the lesson sections
bein" done the time6 >!?*< curriculum6 BetSs )in"( Fed nd ;rite( BetSs ?ly( etc.
42
Transitions
)on"s nd .hnts s trnsitions( especilly while .oL#echin"6 1 # prepres cti$ity
while the other sin"s7chnts with the students. #?F son"s6 son" tht mo$es fst
slow( or $ice $ers( nd the students will be ble to perform it Iuic,ly 4 1L2 minutes
mximum. #he 2
nd
# cn thn do short cti$ity( etc to fill in the reminin" prep. time.
Chat Time
'fter explinin" somethin" difficult( the techer should chec, to see of t lest 1 student
understood the directions7explntion. #he techer cn set this up with the student before
hnd( but cn lso let it flow nturlly. #he techer will explin( then the # will le$e for
Iuic, drin,( nd in tht time the student who ,nows wht to do will explin in B1 the
directions( nd there is no ffecti$e interruption. #he clss needs to be controlled nd
bonded enou"h to the techer to llow for short le$e from clss6 3J seconds.
43
0ounger Learner Games
-inish the -eatures
#his is red nd drw but itSs for the context of drwin" fces nd fetures of people( so
it cn fit well with similr lesson( nd lso shows how the red nd drw7listen nd
drw cn be dpted for content use.
&ecogni9ing 6uestions
2ou cn use udio( textul( or rel input nd you cn tech the students to listen for
Iuestion intontion $s sttement intontion( punctution( nd "rmmticl mr,ers such
s fronted ;0 words nd bsic "rmmticl in$ersion. 2ou cn do cti$e listenin"
cti$ities( speed "mes( writin"( rely( etc.
3oland:s $ctivity
5o somethin" li,e dicto"loss or "rmmr dicttion6
.hoose short text tht is mn"eble for the students. >o o$er ny new $ocbulry
hed of time nd do short preLredin" type of cti$ity on the topic to "et students
prepred. #ell the students tht you will be redin" the text O1! #*C! O1B2 '#
1OFC'B )?!!5 nd tht they should write down whte$er they her. Once this is
done Mthe first time you do this( chos will occur( nd you my h$e to red "in( but in
lter uses of this techniIue( students will be better prepredN( tell the students tht their
3ob is to reconstruct the e0act text you red them.
Core chos.
>et them settled down to wor, for few minutes. #hey will be unble to do it. ;hen no
one seems to be writin" nythin"( prtner them nd h$e them help ech other with the
ts,. ;hen pired efforts bre, down( put pirs to"ether. Fepet "in( mo$in" to "roups
of ei"ht.
't this point( the "roups should be "ettin" substntil portions of the text. .hec, to see
which is furthest lon" nd h$e them write their text on the bord. 'llow the other
"roups to m,e chllen"es to nythin" tht they thin, isn%t ri"ht on the bord.
-inlly( reLred the ori"inl text( indictin" fixes on the bord. #hen discuss the res
where they hd trouble.
44
#his will t,e 3J to 45 minutes totl.
#he first time you do this there will be chos. #he second time will be better. #he third
time should be ll smooth( with the students ,nowin" wht the problem is( tht they will
be ble to succeed when they wor, to"ether( nd h$in" de$eloped strte"ies for delin"
with the problem.
Communicative 2oard (ame
5i$ide the white bord into 4 sIures. !ch sIure is lbeled *mportnt71ecessry(
*mportnt7Ennecessry( Enimportnt71ecessry( nd Enimportnt7Ennecessry.

'fter explinin" the words( * s, them to tell me wht belon" in ech cte"ory. #hey cn
sy nythin"6 boo,s( friendship( the sun( nucler wepons( etc( s lon" s they cn
explin themsel$es. *f the students tell me somethin" li,e( &the sun is necessry nd
importnt.&
* s,( &whyP& &=ecuse if no sun( we die.& 2ou cn mo$e on to the next student with their
hnd up( or you cn ellicit more of n r"ument from the student or students by s,in"
follow op Iuestions. &;ht if we li$ed under the "roundP& #he students with little
spe,in" bility cn sy thin"s li,e( &"rb"e is unnecessry nd unimportnt.& )mrter
students cn sy thin"s li,e( &"r$ity( electricity( pollution( etc.&
#he purpose is to let them use ll the $ocbulry nd "rmmr tht they%$e lredy
lerned( yet ne$er hd chnce to use.
Twister
#his is typicl twister( but you h$e the ,ids m,e their own mt. >et yourself four lr"e
pieces of poster bord. On ech piece( drw number of the followin" fi"ures6 circle(
trin"le( sIure. !nsure you drw them in different colors6 red( blue( "reen. *n ech
fi"ure( put in n !n"lish word. /oin the poster bord pieces to"ether M2x2N. 5on%t worry
bout usin" spinner for cllin". 0$e couple of ,ids stnd t either end. .ll out body
prt Mleft hnd( ri"ht hnd( left foot( ri"ht footN nd then either color( fi"ure( word( or
cte"ory of word.
C,e sure you h$e the ,ids do the cllin" nd tht they don%t try to do it in <oren.
"tation (ame
Ese this sttion "me for scffoldin" cti$ities6 * ws thin,in" of how to do sc$en"er
hunt in the room for my summer cmps Mthey didn%t wnt the ,ids runnin" round outside
"ettin" hurt or somethin"N nd * cme up with simple sttion "me insted6 * used 4
sttions6 one on ech wll. * 3ust build scffolded series of cti$ities tht the "roups
must "et throu"h6 sttion 16 ech students pic,s flshcrd nd pronounces the word(
sttion 26 they reco"ni:e the flshcrd word from sttion 1 nd drw picture of it.
)ttion 36 red the word7phrse7sentence nd report it to the techer7hed student. )ttion
45
46 ' pttern prctice( or if their le$el permits6 "enerl min"ler( or DV'.
'dd n extr sttion for sin"in". * ws surprised how well the students remembered the
son"s.
;;;; and 5raw
Fed nd 5rw L 0$e )s wl, up the bord nd red word from wordlist( nd then
"o bc, to their tem nd drw the word.
Bisten nd 5rw L 0$e )s pir off nd tl, nd drw( or use n udio file.
The $)$n singular).lural activity
*tSs from the >!?*< elementry boo,s( nd the # repets phrses6 nose( nose( nose( n
er( ers( n eye( eye. *tSs li,e )imon sys but without )imon sys( nd it relies on the
ri"ht "esture with the ri"ht expression. #he # mi"ht touch their nose but sy 8n eyeHS )s
need to follow it correctly( nd it focuses on '7'n.
T#&
*se it to teach classroom commands. #urn round( sit( down( but cycle them nd m,e
sure to use it constructi$ely6 menin"( use it towrds the "ol of the students bein" ble to
understnd your commnds nd words.
Com.uter 2ackgrounds
Ese them s short introductory wy to introduce the topic to the students. *f youSre
wor,in" on directions( put mp on it. /ust use it s $isul reference( source of
..Ds( nd front lod it so you cn utili:e it for m,in" metsttements Msttements bout
wht you will lernN( nd mybe e$en use it for techin" metln"u"e Mwords for words(
nouns( mybe e$en punctution.N
.ombine the bc,"round with infreIuent7spced out ..Ds( nd the expnded "mes
M"mes tht donSt t,e whole chun,( but 3ust one round here nd one round lterN.
istening $ctivity
0$e )s listen to dilo"ue7text nd then h$e them stic, n A7O( 2!)71O( or
#rue7-lse on the chosen listenin" point
Cla.1 Cla.
#he son" "oes li,e this6
46
.lp( clp
.lp your hnds
's slowly s you cn(
.lp( clp(
.lp your hnds(
's Iuic,ly s you cn.
<ara/un
!$ent chn"es( color chn"es( nd time s n ffect of 1B? nd =loomSs txonomy.
-lashcard Memori9ation
C,e flshcrd series( nd h$e 1 ) come up nd loo, t the crds. >o throu"h them
once with the student nd focus on the order Min peripherl mnner6 not o$ertlyN. 0$e
the ) close their eyes nd then t,e 1 crd or more wy. 0$e the ) open their eyes nd
fi"ure out which crd is missin". Cybe h$e the other students s, Iuestions( or help to
elicit the nswer.
Team !ame (ame
1me the tems( * usully use number( or tr"et set of $ocb. ;ords. 'ssocite n
ction with the tem nmes6 # loo,s nd m,es bec,onin" "esture towrds "roup 1( nd
in response the )s re supposed to flsh 1 fin"er( nd 2 fin"ers for tem 2( nd 3 fin"ers
for tem 3. 1ow the techer uses this s n cti$e listenin" "me. #he # will drill few
seIuences nd then shoc, tem by loo,in" t tem 3 nd "esturin"( but the # sys tem
1. #he # "i$es point to the ctul tem clled.
(uessing (ame
#his is from the >!?*< curriculum boo,. ?rint off smll pictures of the $ocbulry.
#pe one piece of pper to ech )Ss bc,. 0$e the )s "o round the room nd strt
con$erstion.
1onL"uessin" )6 ;htSs thisP
>uessin" )6 with pper on bc,P *tSs boo,9
1onL"uessin" )H 2es( it is. 1o( itSs not.
4 Mingler /or "imilar Interests
One tht wor,s well in lr"e clss nd forces )s in simple wy to use tr"et ln"u"e
is the chin t" "me.
47
2ou cn sue this with ny le$el of tr"et ln"u"e or ny ,ind of $ocb. /ust chn"e the
crds.
1. Codel the tr"et ln"u"e exmple6 5o you li,e UUUUP 2es( * do71o * donSt.
2. .hoose 6L8 possible responses. ?ut these on crds.
3. 5istribute the crds to the )s. !mphsi:e secrecy.
4. )s circulte round the clssroom usin" the tr"et ln"u"e. ;hen they meet
someone who li,es the sme thin"( they sy( 8)o do *9( nd lin, rms. #hey
continue findin" ll the similrly interested )s.
5. ;hen the # clls time( the )s "o to plce Minte"rte ;lls nd .orners with
thisN. #hen s, some ..Ds.
Matching $ctivity
1. .oncentrtion "mes where the )s mtch the word with the picture.
2. .oncentrtion "me where the ) mtches "rmmr prts6 ) @ O
=I# =$# 2'I!(>
*t is Iuite simple nd "ood ide for the first lessonQ
's, the clss to stnd in circle nd introduce the Gip. #hey h$e to shout %Gip% nd slide
clp their hnds towrds the person stndin" to their left. #hey then pss it on. Once the
:ip hs pssed round the entire circle you cn use the :p. Ese both hnds to "esture
towrds nyone in the circle( who cn then :p or :ip. #he 8boin"9 switches the direction
of the mo$ement. /ust put up your hnds nd wi""le them( shoutin" 8boin"Q9
*f ny student m,es mist,e durin" the "me( s, them Iuestion in !n"lish nd wit
for them to nswer before continuin" with the "me.
* do $ritions with '=.s( nd 123( nd then combintoril finisher.
4E")!' (ame
#his is "ret wy to encour"e the students to py ttention nd prctise their
con$erstionl s,ills t the sme time.
*t wor,s for '12 le$el of student.
48
5i$ide the clss into tems Ms mny s you feel li,e. ;e usully use 2L6 temsN. 5rw on
the bord spce for ,eepin" score. #hen write on the bord &2es6 2 points& nd &1o6 1
point&
#he students will s, you yes7no Iuestions. 'nd you will nswer them. *f they "et you to
sy WyesW they "et 2 pts( nd only 1 pt if you sy Wno.W -or exmple( *Sm often s,ed W're
you humnPW nd W.n you spe, !n"lishPW
'fter the "et the hn" of it... chn"e the pointsQ 1o cn be worth 3 pts( nd 2es worth
only 1. #ry to encour"e the silent tems to spe, up. #his "me is no prep( nd wor,s
"ret if you h$e n extr 5 or 1J minutes left o$er fter clss is o$er( nd nothin" to do.
Toilet #a.er Icebreaker
Be$el? 'ny
#his cti$ity is used s &"ettin" to ,now you&( icebre,er on the first dy of clss.
1. #echer t,es the toilet pper roll nd t,es se$erl sIures of toilet pper( then
hnds the roll of toilet pper to student. #he techer tells the student to t,e
some( more thn three.
2. 'fter e$erybody in the clss hs some pper( we count the sIures we h$e( then
we h$e to tell tht mny thin"s bout oursel$es( in !n"lish.
Chain ".elling (Shiri-tori)
Be$el? !sy to Cedium
#he techer "i$es word nd s,s student to spell it( nd then second student should
sy word be"innin" with the lst letter of the word "i$en. #he "me continues until
someone m,es mist,e( tht is( to pronounce the word incorrectly( misspell it or come
up with word tht hs been sid lredy( then he7she is out. #he lst one reminin" in
the "me is the winner.
#his "me cn be mde difficult by limitin" the words to certin cte"ory( e.".. food(
tools( or nouns( $erbs( etc.
2ang 2ang
Be$el? !sy
5i$ide the "roup into two tems. !xplin tht they re cowboys nd they re in$ol$ed in
duel. One student from ech tem comes to the front. >et them to pretend to drw their
pistols. )y &how do you sy...& nd word in their mother ton"ue. #he first child to "i$e
the nswer nd then &bn" bn"&( pretendin" to shoot his opponent is the winner. 0e
remins stndin" nd the other one sits down. * "i$e 1 point for the ri"ht nswer nd 5
extr points if they mn"e to &,ill& 4 opponents in row.
49
!ditor%s 1ote6 *nsted of syin" the word in the students% mother ton"ue( it would be
possible to use picture or to sy definition M&;ht do you cll the lr"e "ry niml
with lon" noseP&N
5escribing $..earances @ Characteristics o/ #eo.le
Be$el? !sy to Cedium MBow to low intermediteN
!ch student is then "i$en one sheet of pper. One student sits t the front of room.
0e7she describes person nd the rest of the clss drws the person bein" described.
*t is more interestin" if e$eryone ,nows the person bein" described. Once the student hs
finished describin" tht person then he7she re$els who it is nd ech student shows
his7her drwin". #he lu"hter from this is hilrious( s the impressions tend to m,e the
chrcter in Iuestion loo, funny.
*t is "ood ide to encour"e students to s, the inter$iewee student Iuestions bout who
they re describin".
"ticky Toy)2all (ame
*f you h$e whitebord in the clssroom( buy one of those smll stic,y ltexMPN toys.
5i$ide the bord into different res( fillin" ech with letter( nd di$ide the clss into 2
tems. <ids t,e it in turn to hurl the toy t the bord( nd the tem recei$es the letter hit.
#hey score points by m,in" words out of the letters they ccumulte( 1 point per letter
in the word.
@rition6 )s stnd in circle( nd throw the bll to ech other. ;hoe$er "ets the bll(
must s, Iuestion( nswer Iuestion( perform ln"u"e point( or perform ts, of
sorts. #ht ) then throws the bll to nother ).
3ill The &eal "entence #lease "tand *.
#his is "rmmr cti$ity where you put "rmmticl nd un"rmmticl sentences on
strips of pper in b" nd tell the students to dip their hnds in nd t,e out strip. #hey
h$e to stnd Mor sy somethin" else such s %me% if you renme it ;ill #he Fel )entence
?lese sy meN. *f they correctly identify it s bein" "rmmticl or un"rmmticl they
"et point nd if they cn explin why it is un"rmmticl or certin Iuestion s to why
the "rmmticl sentence is "rmmticl they "et n extr point.
3ho $m I8
#his is "me the students relly en3oy. 2ou cn prctice bsic "rmmr for Iuestions
nd $ocbulry( lthou"h you cn use this "me for ny le$el. 'll the students sit round
in tble nd ech one hs to thin, of fmous or populr person( write it on postLit
Myellow piece of pper with "lue on one endN( nd then stic, it in clssmte forehed.
5J
#hen students t,e it in turns to s, Iuestions bout themsel$es to find out their own
identity. #hese Iuestions cn only be nswered with &yes& or &no&( li,e( m *
womnP 'm * n ctorP #he "me finishes when e$erybody ,nows who they re. * lso
prticipte in the "me nd students h$e "ret time with it.
(esture (ame
#his is "esture "me usin" pre$iously lernt $erbs nd emotions. 0$e two en$elopes(
one is $erbs nd one is emotions. )tudents t,e one crd from ech en$elope nd must
perform the "estureH it is simple nd $ery musin". #he students in the udience must
"uess wht the emotion is nd wht the ction is. ;ho e$er "uesses it "ets to perform(
wins point for tem howe$er you set it up. *t wor,s well for smll "roups M5L6N nd i m
sure it would wor, for lr"e "roups s well.
!xmples6
n"ry 7swimmin"
hppy 7hir brushin"
sleepy 7dncin"
frid7 clenin"
surprised 7plyin" "uitr
we hd lot of lu"hs with this one( nd it llows for creti$ity.
"entence $uction
;rite 15 sentences on sheet of pper6 some should be "rmmticlly correct nd others
should be wron". #he sentences cn be rele$nt to whte$er it is you%re techin" tht dy.
)plit the students into smll "roups. #he students h$e to decide which sentences re
correct nd which re not. #he techer will be the uctioneer nd &uction& off ll 15
sentences. #he ide is tht the students should buy the correct sentences nd not the
wron" ones. .orrect the wron" sentences.
2low the -ish
#his is "ret "me to ply with lr"e clsses *del if you re in <ore. C,e tems
ccordin" to rows. #ell ech row to m,e pper fish. 2ou plce ech fish between the
rows. #hey should ll be t the bc, fcin" the front. #hey should lso be in the sme
position. Esin" the tile on the floor you cn line them up t the strtin" line. #hen you
strt s,in" Iuestions when student nswers the Iuestion correctly he "ets chnce to
blow on his tems fish. #he tem tht is ble to mo$e their fish to the front of the room
wins the "me.
-ind the 3ord
Use with a vocabulary list
51
#his is $ocbulry "me for prcticin" the pronuncition of new words. * find it
especilly useful when doin" %;ord -milies%. 'fter introducin"( explinin" nd doin"
whte$er drillin" is necessry drw two "rids M* "enerlly li,e to wor, with two temsN
on the bord nd h$e the students fill them in with the reIuired words. 2ou cn m,e
this prt of the "me by puttin" two mr,ers in the middle of the floor( indictin"
member from ech tem( nd syin"( &>O&. #he pic,ed students then h$e to come to the
middle of the floor( pic, up the mr,ers nd write word in one of the sIures of the
"rid. #hey then h$e to "i$e( not throw( the mr,er to nother tem member nd sit down.
#his student hs to repet the procedure. *t becomes rce nd the first tem to complete
their "rid correctly is the winner. #he winnin" tem "ets to "o first in the next prt of the
"me s pri:e.
-lashcard Aum.
)s stnd in circle nd hold flshcrds for e$eryone to seeH # sys one ) nme nd tht )
must 3ump nd sy the word. 1ext( the ) sys notherSs nme nd tht ) 3umps nd sys
the word( etc.
3here $m I8
2 )s stnd bc, to bc, with their boo,s on the sme p"e. 1 ) sys word from tht
p"e( nd the other student must find the sentence nd red it out.
"tudent T%
5rw lr"e #@ set on the white7blc, bord nd then use it s st"e for rel dilo"ue
followin" whte$er ln"u"e prctice is "oin" on in the clss. Ese 1 student s reporter
nd 1 student s the inter$ieweeH * stnd to the side s the cmermn.
"im.le "ha.es $ctivity
)Iure( .ircle( #rin"le
#ech them with 1L2L3 becuse of the syllbic unity. )Iure T 1( .ircle T 2( #rin"le T 3.
* first tu"ht the shpes( nd then introduced the numbers nd the correltion to syllbles.
Once the preLtechin" is done( there re $rious cti$ities to do6
# sys shpe nd the students show with their hnds 1(2(3. # shows shpe nd the
students show 1(2(3. Cismtch the shpes nd their numbers on the bord( nd h$e the
)s fix it.
-inish the "entence
2 )s stnd bc, to bc, nd 1 ) strts sentence( nd the 2
nd
) finishes it.
52
7ot "eat
) sits fcin" the clss Mtheir bc, should be to the bordN. # writes $ocb word on the
bord( nd the clss must "i$e the hot set ) clues. #he clss cnnot red the word to the
hot set )( but cn use body ln"u"e( noises( words( phrses( etc. #he hot set ) must
"uess wht it is( nd then * h$e the ) m,e sentence or spell it( or some other ln"u"e
cti$ity.
-eather (ame
C,e prop Mfor this one * used pper fetherN nd h$e )s pss it round while the #
closes their eyes nd counts down from 2J. #hen the # must find the fether with ..Ds6
;ho( ;here( 5oes( 5oP
$l.habet "ounds
#his focuses on techin" similr soundin" letters6 =( .( 5( !( >( ?( #( @( nd G.
1. ?ut on the bord nd ply bit6 h$e the students list some words tht strt with
the letters( ply with pronuncition nd $oice le$el M* use my hnds for this6 my
hnd down by my ,nees mens whisper( nd up bo$e my hed mens
screm7shoutN. OF( elicit the letter list by strtin" with =( nd modelin"7pullin"
the others from the )s.
2. 1L9 Mor how mny e$er letters there reN nd m,e bord mtchin" exercise.
3. * tech7or re$iew f$orite with the )s( nd once h$in" "one o$er orl production(
* h$e the )s write6 8Cy f$orites re UUU( UUU.9 this m,es n openin" for
miniml pir prctice. * then h$e the )s red nd recite their f$orites( nd
mybe s, them some ..Ds6 #ell me word tht strts with =P
4. 0$e the )s memori:e them with chun,in" nd sin" son" rhythm6 fun( nd it
wor,s( nd )s reli:e they cn do itQ
&unning &elay Aigsaw
.ut up dilo"ue for s mny "roups in the clss nd plce them t the bc, of the clss.
0$e 1 student be the runner( nd the other "roup members will be the sorters. # reds
word7sentence from the dilo"ue nd the runner "ets it from the bc, of the room nd
brin"s it to the sorters. ;hen the first runner is bc,( the techer reds nother line( nd
so on. 't the end( the sorters must put the dilo"ue into correct order. 5onSt red the
dilo"ue in the correct order from the strtH mix up your redin"( so it is little hrderQ
TicBTacBToe
Ese tems for this nd use rele$nt ..Ds( nd ln"u"e production s the "meSs ts,.
53
"urvey
1 ) uses ln"u"e point nd "oes round t,in" sur$ey of the other )s( nd then
comes nd reports their findin"s. * h$e done this with 3L4 reporters s,in" bout
different sets of Iuestions( nd then pired it with the #@ cti$ity.
2lind #erson
?ic, ) to be the blinded( or # cn be the blinded. #he blind person sits in chir t the
front of the clssroom. ' ) pic,s somethin" out of the room nd then describes it to the
blind mn( OF the blind mn is "i$en somethin" MreliN to describe.
+ ' description "me tht cn esily modified( so ply with itQ
Count the 2ubbles>
;hen techin" coutin"( use bubblesQ ?ic, ) nd h$e them come to you. =low some
bubbles nd h$e the ) count them( nd pop them( or ply with them.
3ord 7alves
Ese this s student mde controlled cti$ity. ?ic, set of words( or let the )s pic, set
of words( nd then h$e them crete on their pper word hl$es list with the "i$en
words.
Once done( h$e the students trde ppers nd wor, on it to"ether.
+ 2ou cn h$e ll the words on 1 pper( nd 3ust split the words lon" the two mr"ins(
or you cn h$e the )s cut them prt nd m,e mix nd mtch cti$ity out of it.
#ass the 2aton
#his is rely "me tht * use with 2 or more tems. ' ) from ech tem comes up nd
does the ln"u"e prctice7cti$ity nd then psses the bton on to the next tem member6
the tem tht finishes first "ets the points.
English <araoke
One ) writes line on the bord( nd pic,s ) to sin" it. Once the ) sin"s it( the whole
clss 3ud"es with6 thumbs up( thumbs between( thumbs down( nd if ) hs "ood score
they "et to write the next line. *f they donSt "et "ood score( they h$e some
punishment6 ln"u"e production( exercise( silly #?F.
*sing 3ords
54
)ee how mny other words re within one word. FOC'1#*.'BB26 * hd clss tht
cme up with o$er 5J words in bout 8L12 minutes.
-lashcard 7ide and "eek
#his wor,s with ny reli( but lso with flshcrds. 0ide the flshcrds fter preL
techin" bout Iuestions nd lesson $ocb( nd then h$e ) come up to you nd
prctice the specific Iuestion( nd then let ) loose to find the ob3ect7flshcrd by s,in"
not "rbbin"7loo,in"Q
#icture Ma.)Mind Ma.
?ut n occuption( flsh crd( picture( nme( word( nd etc on the bord nd then
h$e )s build relti$e chins of ln"u"e round it. ?ut s much of it on the bord s
possible.
"to. the 2us
5rw the bc, of bus on the bord( nd then three( or more bln, slots round it6 UUUUU
?ut letter in =ox inside the bus nd then h$e students tell you n niml( plce( nd
food tht strt with tht letter. Of course modify it nd chn"e it to fit your needs(
idesQ
2asic ine (ame
' line "me consists of ny cti$ity tht hs )s run throu"h line. 2 tems line up
to"ether nd fce off by nswerin"7s,in" ..Ds. ' line "me hs mny( mny( C'12
$ritionsQ =low the fish is lmost line "me s it hs seIuentil order.
Charades
0$e ) come up nd ct s n niml( wor,er( etc nd the other )s must "uess wht the
ctor is doin"( or is.
3alls and Corners
#pe flshcrds or words of plces7nmes7rooms7foods to the wll nd then cll them out
nd h$e the )s run to them. 2ou cn spice this up by closin" your eyes nd m,in" the
)s be s Iuiet s possible so you donSt her where there re. Once you finish countin"
down( cll out flshcrd nme nd the )s t tht crd must sit down7perform ts,7etc.
Bst tem7) stndin" wins.
Cambridge English /or "chools e0ercise list
55
L?ut the Betters in the Fi"ht Order6 .hoose some words nd mix up the letters.
!xmple6 -ootbll lbofotl
L?ut the ;ords in the Fi"ht Order6 .hoose some sentences nd mix up the words.
!xmple6 1. 0ow much is this cssetteP 1. is much cssette how thisP
LCtch the ;ords with the pictures or the menin"6 .hoose some words nd drw some
picture or write the menin" in B1. Ctch the words with the pictures or the menin".
L-ind the ;ords6 .hoose some words nd hide them in sIure of letters. ;rite some
clues.
L?ut the )entences in the Fi"ht Order6 .hoose dilo"ue or pr"rph. Cix up the
sentences. 0$e )s put the sentences in the ri"ht order.
L;htSs the DuestionP6 ;rite some Iuestions nd nswers. .opy the nswers. Be$e
spce for the Iuestions to be filled in.
L-ill in the Cissin" ;ords6 .hoose pr"rph nd t,e out some words.
L'nswer the Duestions6 .hoose pr"rph nd write some Iuestions.
L#rue or -lseP6 .hoose pr"rph nd write some true7untrue sentences.
Chosen CE" workbook activities /or use within 4 E- classes
L' ?icture 5ictionry6 -ind pictures of the $ocbulry set nd rrn"e them on pper
with word bln,s tht cn be filled in by the students. >i$e the )s some hints( or wy of
fi"urin" out the correct wy to spell.
+1ote6 use this cti$ity with ll ,inds of words nd sub3ects6 nouns( $erbs( nimls(
rooms of the house( etc. Ese $rietyQ
L' .ircle of ;ords6 ;rite out list of relted $ocb words( but donSt write it in liner
wyH write it in circle( or other shpe. 0$e the )s find ll the words tht they cn by
s,in" them simple Iuestion6 0ow mny UUUUU cn you findP
L;ord finds6 .hn"e the nture of word find by usin" list of pictures insted of 3ust
the typicl word list.
3C,1,3,13ideo Ideas
56
2e/ore %iewing
L=rinstormin"6 =rinstormin" cn help stimulte the )sSs interest nd expecttions
bout wht they will see. #o do this( you cn simple write the topic on the bord nd
write( Xwht we ,nowS nd XIuestions we h$eS in two circles.
LOutlinin"6 =efore the )s wtch the $ideo( you cn "i$e them brief o$er$iew of wht it
is bout. #his cn help them follow the @.5 more esily. *t cn lso help by reducin"
the mount of ln"u"e decodin" they h$e to do( which m,es it esier for them to
cIuire the ln"u"e tht they her.
)tudent Feserch6 ' few dys before you wtch the $ideo( you cn tell them wht topic it
will be bout. 2ou cn then s, them to do some reserch to see wht they cn find out
bout the topic. >o o$er the ).F. before del$in" into the $ideo lesson.
%iewing the %C5
L.ulturl .omprison6 2ou cn s, the students to focus on the culturl differences tht
the $ideo presents. 2ou could s, them to find 5 or 6 thin"s tht would be different in
their own country. #o "uide them in this( you could "i$e them some hedin"s6
;ht people sy to ech other
;ht people wer
;ht people do
;ht ob3ects7plces re different
2ou could build up poster on your clssroom wll showin" the differences tht the
students notice between countries( nd mybe e$en !n"lish spe,in" countries.
L0lf the )creen6 *f you put piece of crdbord o$er hlf of the screen( you cn s, )s
to speculte wht they thin, is hppenin" in the other hlf.
LBn"u"e )erch6 #o focus the )sSs ttention on the ln"u"e used in the $ideo( you cn
write on the bord some ,ey phrses or sentences from the $ideo in their mother ton"ue.
)s then h$e to wtch the $ideo to find the !n"lish eIul. 'lso( you could put the
be"innin"s nd endin"s of some ,ey sentences on the bord in !n"lish( nd )s must
wtch the $ideo to complete the sentences.
L1rrti$e Fecll6 'fter ll the students h$e wtched the $ideo( you cn s, them
exctly wht hppened( wht the people sid( wht the plces loo,ed li,e( nd so on. )s
cn lso write short summry of wht hppened.
L1o ?icture6 #he first time you ply the $ideo( you cn ply on the sound Mturn the
bri"htness nd contrst down completely( or plce crd o$er the #@N. 2ou cn s, the
57
)s wht they thin, is hppenin"( where the people re( how mny re spe,in"( how old
the people re( wht they loo, li,e( etc.
L1o )ound6 #he first time you ply the $ideo( you cn show only the picture. 2ou cn
then s, the students wht they thin, the people re syin". *f you put their su""estions
up on the bord( you cn then ply the $ideo "in section by section to see if they were
ri"ht.
LObser$tion6 'fter you h$e wor,ed with the ln"u"e in the $ideo( you cn s, the
student to loo, for prticulr $isul informtion in the $ideo. #his cn lso be used to
drw out culturl informtion6 s, the )s Iuestions bout the people7thin"s Mobscure nd
ob$iousN in the $ideo( nd llow them to s, ech other( nd the # obser$tion Iuestions.
L?usin"6 *f you ply short section of the $ideo( you cn then puse it nd s, )s
Iuestions bout wht they thin, will hppen next nd wht hs 3ust hppened.
L)erch for *nformtion6 #ry nd pull out rel life informtion from the )s by s,in"
relted Iuestions dependin" on the $ideo mteril( exmple6 0ow fr is Cimi from
.liforniP
L)tudent Duestions6 'fter the students h$e wor,ed with $ideo seIuence( you cn s,
them to write some Iuestions for ech other bout wht they h$e seen. )tudents cn
then exchn"e Iuestions nd you cn ply the $ideo "in so tht they cn find the
nswers nd write reply the Iuestions.
L)tudent #s,s6 'fter the students h$e done $rious @.5 ts,s( you could simply ply
$ideo se"ment for them nd then s, them to de$ise prctice exercises bout it. 2ou cn
di$ide the )s into smll "roups( ply the extrct( nd then "i$e them 1J minutes or so to
discuss wht ts,s they would li,e to in$ent for other )s. 'fter 1J minutes( ply the
extrct "in so tht they cn focus their discussion.
L@isul ),immin"6 @isul s,immin" is wy of plyin" the extrct to )s so tht they cn
first "et "enerl ide of wht it is bout. 2ou cn then discuss with them wht they
thin, hppens in the $ideo nd wht ln"u"e they will her when you ply it "in.
#here re two min wys you cn do $isul s,immin"6
1. ?ly the $ideo on Xfst forwrdS. #his runs t double speed with no sound.
2. -stLforwrd the tpe nd then ply few seconds t norml speed before you run
it forwrd "in.
;tchin" @ideo6 #he most nturl thin" to do with $ideo is wtch itQ )imply( let the )s
wtch the $ideo ll the wy throu"h nd then s, them wht they thou"ht bout it7lerned
from it7found difficult bout it.
+ 1ote6 *t cn often be @!F2 frustrtin" to h$e ts,s to do e$ery time $ideo is usedQ
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-ollowBu.
LFoleL?ly6 @ideo pro$ides $ery "ood stimulus for roleLply fter the )s h$e seen
se"ment. #here re number of possibilities here6
1. )s cn reLenct seIuence of the $ideo in their own words.
2. )s cn prepre nd ct out fmilir seIuence
3. )s cn prepre nd ct out seIuence which is similr in content to the $ideo but
in which somethin" "oes wron"
L@ideo m,in"6 *f you h$e $ideoLm,in" fcilities in the school( then you mi"ht li,e to
encour"e the students to de$ise nd produce their own $ideo seIuence. #his cn in$ol$e
the students in lot of useful ln"u"e wor,6 preprin" script( choosin" loction(
selectin" content( nd the tpe production s wellQ
L?ro3ect ;or,6 ' $ideo seIuence cn lso be used s strtin" point for lr"er pro3ect
wor,. 'fter students h$e wtched the seIuence( you cn discuss with them wht other
wor, they cn do in connection with the $ideo topic.

59
6J
Adult Games
Two Truths B 'ne ie
#his is "ret "me for people who re tryin" to "et to ,now ech other. !$eryone sits in
circle nd t,es turns tellin" 3 thin"s bout themsel$esH one of them is lie.
!xmple6
* h$e been to e$ery continent in the world.
* won%t use "reen towels.
* once hd ferret but my ct ,illed it.
#hen e$eryone else "uesses( or $otes on which is the lie. *t%s relly funny to see wht
people come up with for lie nd you lern lot of funny truths too
3ho:s The E0.ert8
"kills? )pe,in"
evels? 0i"hLbe"inner throu"h d$nced
Materials? 5oubleLsided copies of the .lssroom 0ndout( one for ech student M2ou
my h$e to cut this sheet to "et &p"e two& on the bc,.N
#re.aration? 5 minutes
Time? 6JL9J minutes
5irections? *ntroduce the lesson by writin" the word &expert& on the bord nd elicitin"
definition. #he write the expression 83c, of ll trdes(& nd pro$ide personl exmple
of someone you ,now. * use my brother for this one. * sy somethin" li,e( &Cy brother
relly is 3c, of ll trdes. 0e%s interested in lot of different thin"s. 0e ,nows lot
bout lot of different thin"s. -or exmple( he went to uni$ersity for nucler
en"ineerin"( so he ,nows lot bout science. 0e wor,ed for the "o$ernment s n
en"ineer. Bter( he "ot n C='( so he ,nows lot bout business. 0e%s certified to
scub di$e( nd hs thou"ht bout openin" his own di$in" shop. 0e li,es to s,i. 0e cn
coo,. 0e m,es lot of different types of food. 0e cn fix thin"s in the house when
they bre,. 'lso( he li,es to tr$el( nd he%s been to more thn 4J different countries( nd
he relly en3oys history( especilly 'mericn history. )o there%s lot of different thin"s
my brother is "ood t.& =y now( the students understnd wht the expression mens Mnd
the women re s,in" whether or not my brother is sin"leN.
1ext( cll on indi$idul students. 's, them if they re 3c,sLofLllLtrdes. 's, wht
they%$e studied( wht they%re interested in. 'fter you%$e s,ed few students( tell
students to thin, of fi$e thin"s they%re interested in. Femind students tht these thin"s
should be $ried M&?lyin" soccer( plyin" tennis( nd swimmin" re ll one cte"ory6
sports.N 't this point( you my wnt to do brief "rmmticl re$iew on the use of
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"erunds to describe cti$ities. 1ext( pss out the copies. 's the students re writin"(
circulte nd chec, for correct "rmmr. !ncour"e $riety on the responses.
1ow( tell students to turn the pper o$er. #hey should choose three of these thin"s to
rewrite on the other side. #hey re "oin" to be the clssroom expert on these three thin"s.
#he hndout is on the next p"e.
3hat are you an e0.ert at8
ist /ive o/ your interests)hobbies below?
62
1.
2.
3.
4.
5.
!ow1 choose three o/ your /ive interests?
1.
2.
3.
Once students h$e finished listin" their three res of expertise( instruct them to fold
their ppers in hlf so tht the ppers cn stnd up on their des,s. 1ow di$ide the clss
into 's nd =s. 's will be the first "roup of clssroom experts. =s will be the first "roup
of Iuestioners. 's will remin t their des,s. =s will circulte.
0$e ll the =s put their ppers side nd stnd up. 's, them to rrn"e the des,s so tht
e$ery student who is still sittin" hs des, directly fcin" him7her. 1ow( tell the =s to
wnder round nd sit down in front of n '. #hey should red 's topics nd s, bout
somethin" they%re interested in.
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2ou should find tht the con$erstion "ets "oin" immeditely. *f you%re clss is n
une$en number( you cn ply too. Otherwise( you cn 3ust 3oin different pirs nd
monitor.
'fter 5L7 minutes you cll &.hn"eQ9 #he =s stnd up "in( circulted( nd choose
new prtner for con$erstion.
0lfwy throu"h the time for your lesson( the 's sit down with their sheets. #hey re
now the clssroom experts. #he =s "et up nd circulte( s,in" Iuestions of the 's.
'llow 3L5 minutes t the end of clss for synthesis. =rin" the clss bc, to"ether. .ll
on indi$idul students to report on wht they%$e lerned. !ncour"e them to continue
their con$erstions outside of clss.
5o 4ou <now 4our Classmates8
"kills? )pe,in"
evels? *ntermedite throu"h d$nced
Materials? .opies of the .lssroom 0ndout( one for ech student
#re.aration? 5 minutes
Time? 45L6J minutes
5irections? *ntroduce the topic by s,in" the clss how much they relly ,now bout
ech other. 0ow much do they ,now bout their techersP ;hich student hs tttoo(
64
for exmpleP M5on%t tellLLe$en if no one hs tttoo( it will "et their im"intions
"oin".N ?ss out copies of the clssroom hndout nd "o o$er ny un,nown $ocbulry.
2ou my lso wnt to do brief "rmmticl re$iew of present perfect $s. simple pst.
Femind students tht con$erstion is Iuic, nd fluid. M* ctully tech the no "p7no
o$erlp rule.N #ell students tht they re "oin" to find out which of their clssmtes h$e
hd these excitin" experiences. #hey cn s, nyone in the clss ny IuestionH if the
person sys &yes(& they need to s, t lest three followLup Iuestions to "et the story.
*nstruct students to "et up nd strt s,in" Iuestions. #hey do not h$e to strt t number
one( nor do they h$e to "et throu"h ll of the Iuestions on the list. *nsted( they should
choose the ides they find the most intri"uin" nd use these s the strtin" point for "ood
con$erstions.
)tudents should $ery Iuic,ly become en""ed in tellin" their personl stories. 5urin"
this time( you cn circulte nd encour"e indi$idul students to elborte on their
experiences.
;ith bout ten minutes left in the lesson( cll the clss bc, to"ether. 's, indi$idul
students to report on the most interestin"7surprisin"7excitin" story tht they herd.
!ncour"e students to retell the story( s,in" the ori"inl clssmte for clrifictions if
necessry. 2ou could lso s, for report bc, on one of the topics. -or exmple &5id
nyone find clssmte who hs tttooP&
.

Find out if someone in your class:
1. has had a problem with the police
. has almost died
!. has met a famous person
". has had a frightening e#perience on an airplane
65
$. has had a premonition or e#perienced %SP
&. has had a dream that later came true
'. has fallen in love with a person they could not have
(. has been on a terrible date
). has gotten a tattoo
1*. has performed a daredevil act
11. has bac+pac+ed in a foreign country
1. has been to a gay bar
1!. has eaten something disgusting ,outside the -S.
1". has won something ,for e#ample/ the lottery. a contest.
1$. has been to a casino
I:ve !everC
evel? *ntermediteLd$nced
(rammar? ?resent perfect nd simple pst
5irections? -irst( do model round. *nsted of usin" lcohol( *%$e herd you cn use
pennies or nic,els to m,e this one fun. )trt out by tellin" the clss somethin" you%$e
ne$er done. -or exmple( &*%$e ne$er been to *ndi.& 'nyone who hs been to *ndi must
tell the story. 'fter they tell the story nd their clssmtes s, followLup Iuestions( they
recei$e penny. ?ly continues to the ri"ht s the next person sys( &*%$e ne$er...& '"in(
66
students who h$e done this recei$e penny. Once the students h$e "otten the ide( put
them in "roups to continue the cti$ity. M2ou could continue to ply s whole clss( but
there%s more time for ln"u"e production if they%re in "roups.N 't the end( see who hs
the most pennies nd 3o,e bout this person bein" the most experienced.
%ariation? ' much fster $ersion my be better for "rmmticl re$iew thn
con$erstion prctice. ?ly this s whole clss "me. )trt with e$eryone stndin"
up. )tudents sit down if they%$e ne$er done somethin". #hose stndin" should tell their
stories to the whole clss. #he person with the most experience is the only one left
stndin". #ht person wins the "me.
".eaking /or D Minute
-or smll "roups. 2ou h$e list of sub3ects to tl, bout. i.e.( -ootbll( the sex life of the
inside of pin"Lpon" bll( coo,in". etc. 2ou choose one person to strt tl,in" bout the
sub3ect. *f the person repets word( hesittes or m,es "rmmticl error( nother
person in the "roup cn t,e o$er by syin" error( hesittion or repetition. *t is the
techers 3ob to decide Iuic,ly if the interruption is $lid. #he person who interrupts them
must continue. #he winner is the person tl,in" t the end of the minute.
Call My 2lu//
2ou need bi" Mbilin"ulN dictionry for this one. ' student loo,s in the dictionry nd
finds word which seems $ery obscure. #ht student "i$es definition of the word to the
others. #he definition must be either 1JJK true or 1JJK flse. ;hen the student hs
finished the others must decide if the definition ws bluff or true. #he student recei$es
point for ech person who is decei$ed.
%ariation
*nsted of usin" definitions. #he students must tell the others somethin" bout themsel$es
which is 1JJK true or 1JJK flse. i.e. * lwys tell them tht my second cousin ws the
tllest e$er womn to li$e in =ritin nd tell them some thin"s bout it. #his hppens to
be true. #his is n excellent "me for compulsi$e lirs.
-inishing the Conversation
*m"ine you h$e found n old sound recorder with tpe in it. 'lmost nothin" cn be
herd( but the $ery lst sentence of con$erstion. ;ht were they tl,in" boutH who
were they( why were they tl,in"( etcP
67
Idiom Translation
0$e one ) with n B1 idiom( nd h$e tht ) red it to nother ). #he 2
nd
) must
trnslte it into !n"lish nd "i$e description of it if possible.
2asic Translation $ctivity
0$e )s wor, in pirs nd trnslte simple B1 phrses7sentences into !n"lish.
Tongue Twisters (T.Ts)
#.#s re "ret for techin" pronuncition( s they focus on only one sound( or relted
sounds( or the distinction between similr sounds.
"entence "tarters
;rite list of sentence strters nd h$e )s finish them. 2ou cn do this mny wys6
orlly( on pper( prtners( #L)( etc.
Idioms
>i$e your )s list of *dioms nd h$e them wor, out wht they thin, the menin" is by
themsel$es( nd then in pirs( nd then in "roups. #hen tell your )s tht there re
certin Y of flse idioms( nd h$e them fi"ure out which ones they thin, re not idioms.
I&C
0$e your students use *nternet Fely .ht for B2 prctice6 homewor,( etc.
Clo9e $ctivities
' .lo:e cti$ity is when certin number of spces is between ech "pped word.
!xmple6 * m the mn UUUUU thou"ht the world ws UUUUU.
Esin" closes re "ood s prt of redin" comprehension( but they cn be Iuite difficult(
e$en for hi"herLle$el students. #o combt this innte difficulty( the # should preLtech
the "ps tht they excluded from the text. )ince the # ,nows the missin" informtion( it
is little unfir not to prepre the )s for the exercise. >i$e them help in some mnner of
preprtion.
"ongs
0ere re some preLlistenin" cti$ities6
68
L)pecultion6 ?ut the title7 picture of the bnd7etc on the bord. 0$e )s m,e "uesses
bout wht the son" is bout7when it is from7where it is from. #s cn m,e "roup
"uessin" cti$ity by h$e the )s write their "uesses down nd pssin" them to nother
"roup. 5oes the 2
nd
"roup "ree( dis"ree( wht hppens to the "uessP
L?ictures6 >et picture of the bnd( nd h$e )s m,e up story bout them. Or( "et
picture tht reltes to the topic nd h$e the )tudents "uess bout the son".
L@ocb6 1. ?ut $ocb. from the son" on the bord( nd h$e the )s "et up nd s, ech
other wht they men. 2. 0$e )s in "roups write Iuic, story tht uses the words. 3.
?ly the son"( nd h$e )s shout stop nytime they her one of the new words.
L)trip cti$ity6 .ut the son" into strips nd h$e "roups of )s wor, to put the son" into
order.
L)on" >p -ill7=ln, 'cti$ity6 ?rint the lyrics out nd t,e some of the $ocb. out nd
put bln, in itsS sted. 0$e the )s wor, to finish the wor,sheet.
+ 2ou cn lso focus on "rmmr points( exmple6 for pst tense prctice the # mi"ht
bln, out ll the pst tense $erbs in son" nd only write the bse formH the )s must
write the correct pst tense in the slot.
#he best thin" is to h$e $ried pproch to techin" son"s. /ust listenin" to son" is
not techin"( nd the )s will ,now somethin" is lc,in"Q Cy current pproch to
techin" dults son"s is this6
1. On the bord6 nme of the son"( nme of the bnd( er( nd some pictures of
rtists of which one is the rel bnd
2. 5iscuss this informtion in speculti$e mnners bout sound( loo,s( speed(
instruments( topic( menin"( etc( nd s, some Iuestions tht will lter be found
out to be true7flse
3. ?ly the son" once
4. 5iscuss wht the )s cn infer from the son"( nd touch on ny relted topic from
prt 16 who is the bnd( were the )s ssumptions correct
5. ?ss out "pLfill( nd red throu"h it once before plyin" the son" "in
6. ?ly the son" "in twice.
7. >o o$er the "p fill nd expect mny slots to be left openH collect the "p fill with
the )s nme on it
8. ?ss out sentence strip cti$ity tht hs n pproprite len"thQ M whole son" cn
be too tedious to finish mny timesN
9. ?ly the sentence strip prt of the son" until the "roups re finished.
1J. ?ss bc, the >p fill nd wor, throu"h the reminin" missin" slots
11. )ummry discussion bout li,es7disli,es in the music( initil ssumptions( the
pictures( etc.

69