Practice, Practice, Practice

Hear and use a word or phrase

40-60 times before it becomes

part of vocabulary

Steps in Language Learning

Hearing

Speaking

Reading

Writing

Learning English is a skill

Like playing the violin

Or playing tennis

Class time should be spent on

the student speaking

Creative Resources and Methods

“ESL Razzle Dazzle” Phyllis Merritt Collection of teaching techniques, conversation motivators, activities, and ideas to add pizzazz to your

class 2016 Georgia Literacy Missions Conference - (phyllismerritt@yahoo.com)

[JM1][JM2][JM3]GENERAL SUGGESTIONS Take lessons to class in a large plastic bag Use masking tape around all the edges of posters to keep them on the wall Make Posters on white plastic bags—will stick on the wall with static electricity Buy colorful cloth maps of the world and the US — they do not tear

Opening Remarks

Begin: Good morning. We are now beginning the 2016 (International Friends Program). Welcome to this class. My name is ______ (write on board -- print not cursive). Please call me “____________. “ I have looked forward to meeting each of you for many months. . . (Prepare this or other poster before class) Say:

The goals for our class are: 1. Improve Listening Comprehension and Speaking Skills. 2. Improve Reading and Writing Skills 3. Learn about American culture. 4. Make new friends. 5. Have fun 6. Think in English 7. DREAM in English 8. Etc.

ASK CLASS TO ALL STAND. Say, Please sit down if – before coming to (Neighbors), you already knew: Every person in this class . . . Now, for those who are still standing, Please sit down if you knew at least 5 people in this class . . . only 3 people in this class . . . 1 other person in this class. . . If you do not know any one in this class. Point out that you hope all present will get to know each other better as Class Goals are met.

On the last day of class

Each student writes on a half-sheet of paper:

How I have achieved my goals of improving listening and speaking skills, learning about American culture, making new friends, having fun, thinking and dreaming in English” OR, “What I like about coming to Neighbors”

Absolute Favorites Jazz Chants, Carolyn Graham Word by Word: Teachers Resource Book and Activity Masters, Molinsky

and Bliss

Tune in to English, Ewe Kind

2

NAME TENTS – Use name tents as name tags get lost, covered or turned around Fold cardstock in half. Or make triangle cards . Use a large magic marker to write names on both sides. Later use inside of cards to make acrostics, etc.

Sample Daily Schedule

Greeting - Teach a different greeting each day: Hello, (Hi, How’s it going? What’s up? What’s new? How are you doing? Howdy, etc.) Answer Roll Call with a different phrase each day I’m here. (Or: Here I am, “Yo,” My name is__________________and I _____________________. Proverb i.e. first day: “A good name is more to be treasured than great riches.” Ask: Agree? Or, Disagree? (thumbs up or thumbs down. Or, “Love joy peace patience kindness goodness, faithfulness, gentleness and self-control” (Assign groups to act out each characteristic.) Tongue Twister Aluminum, linoleum, aluminum, linoleum, Nicholas Novinksy named his nine nieces and nephews: Nora, Nell, Ned, Nina, Nate, Nancy, Nan, Nick, & Nathan Journal Assignment -- usually associated with the topic for the day PROCEDURE: 1. Look on blackboard each day for the Journal Topic. 2. Write 1/2 to 1 page for each topic. 3. Turn in your assignment the next day for comments My Favorite Relative / If I Had a half day with nothing to Do / Friendship is: a telephone call, sharing your lunch, etc. Happiness is _____________________ Misery is ____________________ Love is _____________________ Friendship is ______________________ PRONUNCIATION WARM-UPS /PRONUNCIATION ADVICE

TEACHING THE LESSON THEME For The Day: Group-Related Activities

Listening Skills, Vocabulary Building, Comprehension Development, Jazz Chants, Games, Language Enrichment, Discussion, Communication Skills, Stories, Dialogues

SINGING

LEAVE TAKING

Practice a different farewell each day, “Bye-bye.” “So long,” “I’m outta here.” “See you later,” “See you later alligator,” “After ‘while crocodile.”

JOURNALING provides an alternative method of communicating with your students, builds relationships with your students through sharing about one another in writing and provides practice in written English skills. Emphasize communication, and do not make corrections. Be personal in responses. Do not discuss others’ journals. You can do this the last 10-15 minutes of class or assign as homework. You can use sentence starters, or let students write about anything they choose. As teacher, you may also use the time to write. TO GAIN CLASS ATTENTION: Say “Good morning” (afternoon/evening). Those who hear you will respond and the others will join in the second time. To bring an end to group activities, use a squeaky toy, or bell, or clicker.

3

Name on a Stick Introduce the use of CRAFT STICKS Print each student’s name on tongue depressors or Popsicle sticks, with black magic marker. May use for more than one class by writing names on different ends of sticks or in middle with different colors.

How to Use: Keep them in a cup (or water bottle cut in half). Take one stick from the container, hold it up, and call the name of the student whose name is on the stick.

Uses For Roll Call ---- Set aside sticks of absentees for taking turns if the same student monopolizes the discussion, to keep the momentum up, or when students are timid or hesitant to answer. Make sure that every student is called on and has opportunity to speak each day.

Hand out tokens (coins, paper clips, poker chips, or candy) to students. Each student gets the same number of tokens. Each time a student speaks, he/she must hand in (or eat) a token. Once a student runs out of tokens, he/she can no longer speak. Those who have tokens must use them up! OR, use when students are not speaking English.

State that speaking their heart language does not help them learn English (One teacher made the students hand over one of their shoes every time they spoke It resulted in a stinky, but "all English" classroom!) If your class is active, you will not need this reminder as often.

GETTING ACQUAINTED ACTIVITIES MAY BE USED FIRST DAY AND BEGINNING OF ANY CLASS

Hand out mustaches on a stick. Write, “I Must Ask You a Question on the board. Repeat rapidly until it sounds like “I Mustache you a Question.”

Write 5-10 10 things about you on the board. Write easy ones (Phyllis) and then more obscure items like (yes Journalism) Phyllis What’s your name? Swimming- How do you exercise? UNM/Journalism Where did you go to school?

What was your major? Yes Are you married? 1 husband/2 sons Are you married? Do you have children? Quilting What is your hobby? 46 How long have you been teaching English?

Students ask, What’s your name? How old are you? What’s your hobby? Are you married?

After they have asked a question for each answer, they write down 3-5 things about themselves that their classmates might not know. They come up to the front of the class and write their info on the board and the class guesses about the student. OR . . .use paper plate faces below:

PAPER PLATE FACES Give each student a paper plate. Students sit back to back and tell their partner what they look like as the partner draws their face. Place on wall. Use plates to partner students for speaking activities. Students may guess whose face is on each plate. Later use for “Give a Smile” Activity. Use as TPR exercise: Touch: nose, eyes, hair, ears, mouth, hair, eyebrow, eyelashes, cheeks, moustache, beard, chin and so on). Attach Popsicle sticks on the bottom of the plates to hold the faces up for conversations between the plate characters. Emotions can also be draw (happy, sad, angry, sleepy, excited, surprised, etc.) and then used in other activities. WHAT HAPPENED THAT YEAR Place a coin on each student’s desk. Ask students in pairs, to tell each other something that happened to them the year that is on the coin. (Make sure you have no coins that are older than the students)

4

PUZZLE PIECES Give each person a puzzle piece Say, Write your name in large print in middle, write words that describe you, or your favorite things in smaller letters on edges. Take up puzzle pieces & read descriptions. Class guesses “Who is it?” Tape on wall and use back sides later for “Give Away a Smile”

ALLITERATIONS “My name is Phyllis and I am going to Fuzhou with philosophy book in my suitcase.” 2nd person: Her name is Phyllis and she is . . , .My name is (alliterate name, place and item being taken . . . . (Last person: prize) PHYSICALLY MAKE THE SHAPE OF THE FIRST LETTER OF YOUR NAME. (YMCA style) Then say, My name is __________ ACTION NAME GAME Students tell their name and add an action: Student 1. My name is Tom (coughs).

Student 2. His name is Tom (coughs) and my name is Joe (claps his hands). Student 3. His name is Tom (coughs), and his name is Joe (claps), and my name is Sue (scratches head).

Student 4. His name is . . . . Student 5. . . Student 6 . . . . DRAW YOUR NAME ACROSTIC 1. Draw on the board in random order one object beginning with each letter of your name. 2. Ask students to tell you the names of each object in the order which will spell your name. 3. Write each letter as the object is named. 4. Ask your students to do the same, but let the rest of the class guess their names. For example: Draw a yo-yo, an apple, a ring, and a map = MARY

NAME PANTOMIME 1 Every player must use pantomime to act out his name using a word for each letter of his name. Example: D= detective, A= angel, S= Sun, etc. The others must guess the player’s name. If all of the players know each other well, whisper in the class member’s ears whose name they should pantomime. WRITE YOUR NAME ACROSTIC MAKE “LETTER PEOPLE” WITH THE FIRST LETTER OF YOUR NAME M any friends Or, use outline letters or A lways happy numbers to draw figures R arely angry of important life events. Y outhful at heart

HOW MANY WORDS? With a partner, see how many words you can make using the letters in your names. Allow first and last names if necessary. Demonstrate first with your name on the board: Phyllis: is silly slip pill hi his shy lip sip shill hill sill hip ship pills hills sly ply

TRIED AND TRUE OUR CLASS A Jazz Chant (for teachers who cannot sing) We like to communicate, Mate. We eat good food, Dude. We help each other, brother. We work together, Heather. We are very smart, Bart. Each one is unique, Zeke. We’re always alert, Bert. Together, we are strong, Wong. We have joy, Roy. LINE UP Ask students to line up according to one of the following patterns. They must speak English to see where they belong. 1. Alphabetical (according to first name, last name, city or school) Practice: What’s your first name? What’s your last name? Where are you from? 2. How long have you lived in (_______)? 3. What month were you born? (January starts on the far right and December on far left). 4. What time did you go to bed last night? (What time did you get up this morning?) 5. How long have you studied English? 6. How many aunts and uncles do you have?

5

CANDY INTRODUCTIONS A get-to-know-you game that helps people learns new facts about each other in an easy way. They select various pieces of candy from a bag, and each candy variety is associated with a fact about themselves which they will introduce to the others. Candy Introductions work best when the group size is limited to 12, if you have more than 12, divide the larger group and run the icebreaker within the smaller sized groups. Setup for Candy Introductions Purchase several variety packs of candy, enough for each person to be able to have at least five pieces. They can be any candy type, but not too many choices (limit it to around five or six different varieties). Alternatively, you can buy gummy bears, life savers, gum drops, skittles, m&ms, or any other candy that already has a variety of colors. Instructions for How to Play Pass around the candy and tell each participant to choose anywhere from 1 to 5 pieces of anything that they want. Instruct them not to eat it yet, though. After they have chosen their candy, you will tell them what each candy type/color represents. Write on the marker board or a post the following:

Red - Favorite hobbies Green - Favorite place on earth Blue - Favorite memory Yellow -Dream job Orange - Wildcard (tell us anything about yourself!)

GIVE AWAY YOUR SMILE On the last day, turn over the paper plates and tape them on the back of each person and give everyone a washable marker. Ask participants to see how many backs they can sign with a happy face. Moral: point out later that while they were giving autographs they were also receiving as many or more than they gave.

JUMP TO THE RIGHT, JUMP TO THE LEFT Tell the class that you are going to say sentences which may or may not be grammatically correct. If they think the sentence is incorrect, they jump to the right, if incorrect, they jump to the left. Say the incorrect sentence again and ask students to correct you. Note common mistakes and repeat during the course. Sample Sentences:

1. I must to go home. Incorrect I must go home.

2. If I will have time, I will go. Incorrect If I have time, I will go.

3. I have so a bad headache. Incorrect I have such a bad headache.

4. I was born in (US/Canada/) Correct

BUILD A FAMILY TREE - Place class members on different levels representing different generations. Hang name tags which unfold to show different relationships. Start with “Son” is also a brother, a husband, becomes a father, grandfather, son-in-law, etc. Add “Daughter” until everyone in the class is part of the family and then take a “Family Album Picture.”

ANOTHER USE FOR CRAFT STICKS Label 3 styrofoam cups. Write adjectives, verbs, and nouns on the sticks with a permanent marker. Students take turns choosing a stick from each category and making sentences. Students can write or speak the sentences. This activity works well with a small group. Make several sets of these cups and have 2 or 3 groups working at a time.

Use about 10 sticks per cup. SNATCH ‘N GRAB GAME Use real currency if you dare, or play bills and real coins. Place the money on a table. Place a spoon in the middle of the table. Stand behind the table. Divide the class in two teams, lined up at the far side of the room. Call the first 2 players to stand, one at each side of the table with their hands behind their backs. Call out an amount of money (“A dollar eighty-seven”, or “Twenty-seven seventy-five”). Repeat at normal speed. Then say “GO.” Players take the money they need from the middle of the table and assemble the required amount in front of them. When they think they have the correct amount, they grab the spoon and hold it high. Check to see if they are correct. If so, one point for their team, if not he must put back the spoon and let the other player take it. If neither player gets the amount right, they return to their teams and the next players come to assemble the same amount when you say, “Go.”

6

“S” on a Stick Reminder Sign for Present Tense (He talks. She talks. It talks.)

3rd person singular

Explaining Frequency “How often?”

0% 100% never sometimes often generally always l_____l________l_______l_______l l_____l________l_______l_______l

Fill in with other adverbs of frequency: (Hardly ever, Seldom. Rarely, Occasionally, Frequently, Usually, Once in a while, Now and then, Normally, Nearly always, Constantly)

Verbs (take-took, catch-caught,

give-gave, etc)

Time Scale: For/Since/From For 2 months Since May From May to July

January February March April May June July August September October November December

[. . . . . .]

Flyswatter Run and Slap (or run and draw) a face. Place two large pictures of a face on the board. Divide the class into two equal teams. Give each team member a number, so that there are two students with the number ‘1’, two

students with the number ‘2’, etc. Call out a part of the face and a number. The students with the number that you called out have to slap (or draw) and repeat the part of the face that you said. INVENT A MEDICINE: Divide the class into groups of 5-6 persons. Tell them to invent a medicine for a disease or malady that stumps medical science (or has never existed). Each group may choose its own disease. INSTRUCTIONS: Name the medicine. Give directions for its use and tell what (or how) it cures. Describe this product (color, how prescribed, ointment, liquid, herb, animal product, source, etc.) Create a TV commercial for the product. Present to the class. (Choose actors to play the parts. Decide on dialogue.) It can be: Wacky medicine Crazy diagnosis and instructions Funny symptoms Zany characters (doctor, nurse, patient, others) Win Lose or Draw Give a word or picture from the review vocabulary for a student to draw on the board. When someone guesses correctly, he/she takes a turn. Divide the class into groups for competitions. For example: “Famous Places”

___S

____S

____S

S

IRrEgulaR

7

Paralanguage Sound Meaning Sentence

1. Oooooops... / a small accident / Oops, you broke your cup! 2. Uh-oh 3. Ah hah!!! 4. Mmmmmmmm, 5. Tsk! Tsk! 6. Ouch! 7. Shhh . . . 8. Uh-huh. 9. Humphf!\ 10. Hah ! 11. Huh-uh. 12. Hmmm.

A Listening Exercise Find Your Age by Using Restaurant Math Say: 1. Pick the number of times a week that you would like to go out to eat. (more than once but less than 10) 2. Multiply this number by 2 (just to be bold) 3. Add 5 4. Multiply it by 50 5. If you have already had your birthday this year add 1766. If you haven't, add 1765. 6. Now subtract the four-digit year that you were born. You should have a three-digit number. The first digit of this was your original number. (I.e., How many times you want to go out to restaurants in a week.) The next two numbers are YOUR AGE. (This works for 2016 only.)

WHO, WHAT, WHERE Print one of these words on the outside of 3 envelopes labeled: “WHO,” “WHAT, “WHERE.” Place inside the envelopes words on separate pieces of paper to fit each category. Groups of students choose one word from each to make sentences.

Examples: “WHO” words: Student Nurse Farmer Elephant Panda Actor’s Name Monkey Pig Soldier Teacher’s Name Baby Harry Potter Old Woman Mother

Examples: “WHAT” words: Coin Book Cigar Mobile phone Candle Post card Glass of milk Pen Clock Key Computer Pillow Balloon Bottle

Examples: “WHERE” words: In a hotel In a shoe store In Beijing In the ocean On the playground In a taxi At the bus station In the bathroom In the kitchen On the train In a bakery On a mountain top At the North Pole In a Restaurant

Provide a set of 3 envelopes for each group. One person in each group draws one word from each envelope and puts them on the table for all in the group to see. The group is to make up a story to answer the question: “Why does (the nurse) have (a cigar) at the (North Pole?)” The crazier the story the better. After they finish with that round, someone else draws a word from each envelope and the process is repeated. Each group may select a favorite story to present to the class.

8

Teaching English with Puppets ESL Community Puppeteers by Margaret Canepa New Puppets, New People: “It is truly amazing to see what happens when students put on hand puppets and transfer their own voices to them. New personae are liberated! With practice, a shy, soft-spoken person learns to project quite a different personality” http://www.njcu.edu/cill/vol2/canepa.html

http://www.nwt.literacy.ca/famlit/howtokit/puppet/p5.htm Sample puppet scripts Thanksgiving: Pilgrims and Native Americans Folk Tales and Children’s Stories, Songs, Tongue Twisters, Proverbs

Two Things to Remember

Keep eyes of puppet pointed at audience, not up in the air

Bottom of mouth is what moves up and down, syllable by syllable; not top of head A FASHION SHOOT Cut out various pictures from magazines of models in various poses. Cut out enough for one per pair in your group.

Useful language to pre-teach for this activity: stretch, reach, lift, look, turn, bend, get, twist, move, point, put, cover, place, sit/stand.

1. Put the students into pairs and give each pair a picture. 2. Hand out a picture to one of the students in each pair; tell the students who have the

pictures not to show their partners. 3. Instruct the students who have the pictures to tell their partners how to make the poses in

the pictures. Their partners should look like the model. 4. Take the posing students' pictures. 5. Show their pictures to their partners to see if they had understood the instructions correctly.

PROVE IT - If the Answer is “Yes, I can,” then respond with “Prove it.” 1. Can you spell your first name and last name in less than a minute? 2. Can you give your address and phone number? 3. Can you tell me your favorite place on earth? 4. Can you name 3 cities in Europe and 3 cities in the Africa? 5. Can you say the months of the year backwards in 30 seconds? 6. Can you sing some words from a song in English? 7. Can you ask a question starting with each of these words: WHO? WHAT? WHEN? WHERE? HOW? 8. Can you tell me where you spent last Christmas? 9. Can you tell me where you were born? 10. Can you tell me how many times you have been to the hospital? 11. Can you name three western friends? 12. Can you recite a favorite tongue twister? 13. Can you tell me your first job? 14. Can you say your first name backwards? 15. Can you make a rhyme using your first name? 16. Can you name a famous person with your same name?

9

ANATOMY LESSON Prepare 2 sets of slips of paper with the names of all the body parts you plan to review. Put these slips in boxes near the board. Divide students in 2 lines and one from each line comes forward, picks a slip, and draws that part of the body on the board. The aim of this activity is to produce a semblance of a human figure on the board. No student is permitted to erase any part of the figure, so if the first student draws the ears first, and places them half-way down the board, the other students will have to fit all the lower body parts on the bottom half of the board. As each student completes his part of the drawing, he must say what it is he has drawn: "These are his hands" or "This is his nose", etc.

Copy Twice and Cut Apart RIGHT KNEE LEFT KNEE HEAD NECK RIGHT FOOT LEFT FOOT RIGHT SHOULDER LEFT SHOULDER RIGHT EYE LEFT EYE BODY NOSE RIGHT EAR LEFT EAR MOUTH RIGHT ARM LEFT ARM RIGHT ELBOW LEFT ELBOW RIGHT EYEBROW LEFT EYEBROW RIGHT HAND LEFT HAND TOOTH RIGHT LEG LEFT LEG TONGUE

EIGHT IN A MINUTE GAME (categorizing) FOCUS: Have students list color words, food words, and animal words. Point out that learning new vocabulary is easier if they can put the words in groups. Suggest keeping an ongoing category list or notebook, and new words can be added. 1. On The board, write: airplane, bird, butterfly, rocket. Ask, How are they alike? (Things that fly) 2. Play Just A-Minute (see directions), writing the category on the board as you use it. 3. At the end of the game, pairs choose a category and make a list of words in that category. (OK to use those already mentioned.) Allow 10-15 minutes. 4. Share lists. Class listens and verifies that the words are actually in that category. Patterns for Playing Just a Minute This is (a) ________________adjective, color, noun) This is the opposite of ________________ This is like ________________ This is part of a _____________ This can __________________

Each player is given a limited time (perhaps 1 minute) to get other students to guess as many words as possible from the list given. Examples of oral clues: desk - “Students sit here in class.” chalk - “It’s white.“ ”Use it to write on the blackboard.” students - “Not the teacher.” “Person who studies.”

Player 1 announces the title or category on his card. He may tell about each word, but may not say the word, itself, may not point to objects in the room, and may not use his hands. He may describe it, tell what it is used for, where it is found, who uses it, what its opposite is, use a sentence that needs the word for completion, or any other verbal hints he can think of. When he hears the word, he can say “Right” and go on to the next clue. It is Ok to skip a word and go to the next. Variation Divide the class into teams and only team members guess when their side is “up.”

WORDS THAT RHYME WITH YOU

1. blue 2. two 3. zoo 4. true 5. new 6. glue 7. shoe 8. drew

Body Words

1. ears

2. teeth

3. toes

4. hair

5. nose

6. neck

7. eyes

8. hand

LIQUIDS

1. water

2. milk

3. soda

4. gasoline

5. soup

6. coffee

7. oil

8. juice

Ideas for Categories

1) things that are green 2) things to eat 3) things in a bathroom 4) animals 5) vegetable 6) fruits 7) body words 8) clothing 9) furniture 10) time words 11) workers 12) things that fly 13) things at the beach 14) places around town 15) things with wheels 16) things in a park

THINGS YOU CAN DO WITH

YOUR FEET

1. run

2. kick

3. dance

4. walk

5. jump

6. ski

7. skate

8. skip

THINGS IN THE WATER

1. boat

2 .fish

3. duck

4. stones

5. frog

6. shark

7. crabs

8. whale

8. juice

ROUND THINGS

1. ball

2. penny

3. wheel

4. hamburger

5. ring

6. dish

7. circle

8. bracelet

10

How Many Words Do You Know?

Topic___________ Words with 1 syllable

2 syllables

3 syllables

4 syllables

5 syllables

More than 5 syllables _ _ _ _ _ _ _ _ _ _ __

TEACH WITH WHAT THE STUDENTS HAVE: USING CELL PHONES IN CLASS No need tp get annoyed when your students concentrate on using their mobile phones to text each other rather than focusing on the lesson. Harness this enthusiasm for English study.

My perfect phone Discuss how mobiles have evolved in recent years – with new features all the time. Brainstorm all the things that phones can do now and then start a second list of what they might be able to do in the future. Pairs then discuss, invent and list the features they’d like in their dream phone in ten years’ time, possibly drawing a sketch as well.

Phone whispers: “Gossip” With permission, distribute a phone number list. For homework, tell each student to be free between

certain times. Start by phoning someone and leaving a complicated message in English. Each person should then phone the next one on the list. The last person should call you back. Next lesson, tell them the original message and the final one. Were they the same? Fast texting Tell students your phone number then get them to prepare to write a text message. Explain that their aim is to type in an exact copy of a text you will show them. When ready they should send it to you. The first 3 perfect answers you receive will be the winners. Reveal a prepared short story (using any grammar items you want to practise) written on the board or a large piece of paper. Students must now rapidly enter and send the text. The unpredictable speed of phone transmission will add an element of randomness to which messages you receive first. Check the texts carefully and reject those with any mistakes. Quick Ideas * At the end of class, erase the board and challenge students to recall everything you wrote on the board during the class period. Write the expressions on the board as your students say them. *Bring a cellular phone (real or toy) to class, and pretend to receive calls throughout the class. As the students can only hear one side of the conversation, they must guess who is calling you and why. Make the initial conversation very brief, and gradually add clues with each conversation. The student who guesses correctly wins a prize. *Copy a page from a comic book, white out the dialogue, make copies for your class, and have them supply utterances for the characters. *Empty a bag of coupons onto a table. Have students find a coupon for an item they don’t need. These ideas are included in Hall Houston's Random ESL Idea Generator.

11

USING STRING IN CLASS 1. Clothes line

Take your string and pin it up like a washing line to use as a new display place for flashcards, word cards, magazine pictures or students' work, using clothes pins to fix items.

2. Picture story grammar When you use a picture story to help present a grammatical item, reveal and attach the pictures one by one to the clothes line as the story unfolds. At the end, take the pictures down (or turn them around) and see if learners can recall the original sequence (and the accompanying language). Take the pictures down, mix them up and then peg them up in a random new order. Students now have to work out a story that fits the new sequence (using the target grammar).

3. Communicative Clothes line

Hang up two parallel clothes lines across the classroom. Select a number of pairs of pictures (i.e. two identical pictures or ones that have some item in common, are set in the same place, feature the same person etc). Divide the students into two groups, on each side of the room, standing parallel to the clothes lines. Divide the pictures into two sets, so that every item in Set 1 has a pair in Set 2. Randomly peg them up so that each set is on one line, facing outwards (i.e. learners standing on one side of the room will see only one set of pictures). Students must now move along their line, talking to people on the other side of the room, describing their pictures (and listening to descriptions) and try to work out which pictures match and make pairs (and why) keeping notes as they go.

4. Sorting words Anything hung on the line can easily be moved, removed or reorganized. For example, when you teach countable and uncountable nouns, randomly hang up your example words on the clothes line rather than writing them on the board. Now ask students to separate uncountable items to the left and countable to the right. Alternatively, ask learners to sort: verbs in past simple and past participle form, different word stress patterns, adjectives and adverbs, informal and formal phrases, words with the schwa vowel sound and those without etc. http://www.drjean.org/html/monthly_act/act_2010/01_Jan/pg02.html

Improvised situations 1. Give out an occupation to each student and put the students into pairs. 2. Then write on the board: 10 am yesterday. 3. The students should then mingle & explain what they were doing according to their jobs. 4. They can mime what they were doing and the other students should explain what they were doing in words. 5. Keep changing the times i.e. say "now it's 12 pm." The students should move around the room and mime something that they were doing at that time.

Teacher Doctor Nurse Shop assistant Window cleaner Clown Tennis player Model Baseball player Footballer

Politician Hair stylist Actor Sailor

What’s the difference? Do you have any questions?

What questions do you have?

Never: Do you understand?

12

Teaching Prepositions Over, under, right, left. Divide the students into teams and form lines. Give the first person a ball or balloon animal. Instruct them to pass the ball to the person behind them. They are to do this by handing the ball over their heads, then turning around to the right or turning around to the left. Start by doing only one at a time. Add instructions. Compete for fastest and most accurate. Surprise Party Tune: Ode to Joy

When I reached my house at seven, Max was playing the guitar. Jane was sitting on the table eating pickles from a jar. Mark was sitting at the piano Playing sonatas for Louise, and my parrot Paul was singing all the tunes and melodies. Bob was sleeping under the table; he couldn’t even stay awake. And my dog was in the kitchen . . . eating up the birthday cake. THIS IS MY ELBOW Reviewing Vocabulary Draw a simple outline of a person on the board. Write words such as hand, ear, finger, thumb, leg next to these body parts. Write others words as the class gives them. Ask one student to come to the front of the class. Demonstrate examples. You will reverse what you do and what you say: First, touch your elbow and say: “This is my nose” The student should reply by touching his nose and saying “This is my elbow Then it is the student’s turn. He can touch his head and say “This is my foot.” The teacher will touch his or her foot and say “This is my head.” Pair up for students to practice.

MOVEABLE CATEGORIES - Molinsky & Bliss

Example: Give each student a card with a body word written on it, Call out one of the following categories. (All the students whose body words are in that category go to the right side of the room. All other students go to the left side). Repeat with the other categories. Parts of the arm Parts of the leg Parts of the face Things that come in pairs/two’s OR teach vegetables with these categories: Things that grow under the ground Things that grow above the ground Things that are green/yellow/red/ etc Things you can eat raw/cooked

13

CLASS DRAMA using the “Proverb” ---- “Love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self control” Think on these things. Galatians 5:22 Divide the class into nine groups and give each group one of the “Fruits of the Spirit” from the proverb to act out. They may choose to use words or present their drama in mime. Say, “Lights Camera Action” before each presentation

CROSSWORD REVIEW - Molinsky & Bliss For Example: Body Parts. Write one word on the board and ask class to name a word starting with the last letter of the word. Use as a contest with groups vying for how many words they can use. Print the name of a part of the body in the upper left corner of board or paper. Think of another vocabulary word that begins with the last letter of the work on the board and link on the first word in stair steps. eye

a r I b r a i n o s e s o p h a g u s houlder

Miming Mime to the whole group what you did the night before. 2,The students should shout out what you are miming. 3. Then put the students into pairs and ask them to mime what they did the night before to each other. 4. As one student is miming the other student should say in words what the mime is. Quick drama ideas One Word Dialogue Write the dialogue below on the board 2. Ask the students to act it out in pairs. 3.Then tell them to create their own, one-word dialogues. 4. You will need to help the students with their intonation. Student A: Happy? Student B: Happy!

Student A: Really? Student B: Sure!

Student A: Angry? Student B: No!

Human Spelling is fun for reviewing vocabulary and spelling.

(1) Make 8 1/2”x11” cards of all the letters (provide additional cards for vowels and frequently used letters). (2) Distribute cards to the class so that each student has at least one consonant and one vowel. (3) Divide the students into two teams. (4) After you call out a word, the two teams compete to see how quickly they can arrange themselves to spell the word correctly. Whoever holds a needed letter steps up to help spell the word. Not only must students spell correctly, but they also must think of a sentence with the correct use of the word. The winner earns a team point. (5) For another variation, jumble the Human Spelling letters on the floor or a table. The two teams scramble to arrange the letters to spell the word you call out. The winner must think of a sentence using the word. This can be done with a single representative from each team competing against a single representative from the

14

other team. The first to spell the word must think of a sentence using the word correctly. Team with most points wins

Do you ever . . . ? vs Have you ever . . . ?

Yes, often.

Yes, sometimes

yes, on occasion. Yes, I have.

Yes, but rarely.

No, never. No, I haven’t.

About once a week.

About twice a month.

Everyday.

go fishing gone fishing play tennis played tennis go on a date gone on a date play computer games played computer games go to France been to France read the newspaper. read the newspaper. read comic books read comic books think about your future thought about your future use a cell phone used a cell phone regret not studying regretted not studying get fed up with studying been fed up with studying take a taxi taken a taxi borrow money borrowed money break your promises broken your promises use a credit card used a credit card have Ginseng tea had Ginseng tea do the laundry done the laundry go swimming gone swimming talk to school friends talked to school friends eat Chinese food eaten Chinese food go to the movies gone to the movies stay up late stayed up late go to church gone to church get speeding tickets gotten a speeding ticket

‘Do you ever’ asks how often you do something in recent times. ‘Have you ever’ asks if you have done something at least once in the past.

15

IMAGINATIVE MATERIALS: TEACHING WITH NEWSPAPERS Teachers rarely have access to whole class sets of newspapers. Six ideas for things you can do using a single copy of a newspaper.

"Have you heard the news?" Cut up and distribute different mid-length stories to pairs who should then think about how they could retell their story in the most exciting, interesting way if they met their friends at a party. You could offer input on useful phrases, intonation etc. and discuss what makes one motivated to listen to a story. Ask them not to simply recite the facts.

When everyone is ready, they stand up and mingle, buttonholing others to tell their story, starting, "Have you heard the news?" Listen and join in, encouraging lively interaction by dropping in a few phrases such as "No! I don't believe it!" and "Really? What happened?"

Scrunched-up stories Choose and cut out a number of longer stories (at least half a page). Scrunch up the pages into a ball so that it's impossible to read everything. Give one of these text-balls to each group, who can look all round it but may not touch or open it. Their task is to guess what the story is and write a one-sentence summary of what they think their article is about. Collect these summaries in, then redistribute them. Groups now look at different texts around the room trying to work out which summary goes with which text. If you wanted to, you could then un-scrunch the texts and find out how well the learners guessed the full stories.

Headline gaps Cut out a number of headlines (you'll need at least one for every 2 learners). In each one choose an interesting word to remove (e.g. "Hunting is good for trees, bad for _____ "). Glue the gapped headline at the top of a piece of paper with two columns. The pages are now passed around class. In the first column pairs should write their best guess at a possible word for each gap; in the second column they write a funny possibility. At the end compare answers and choose the best or funniest choices. The class could go on to predict the contents of the articles and maybe read a whole article of their choice.

Around the walls On separate strips of paper write questions about facts that can be found on the odd-numbered pages of the newspaper e.g. "Who came third in the Grand Prix?" Pin the whole pages on the walls around the room. Hand out one question to each pair, who must now tour the room, find the answer, return and tell you - for which they receive a new question. Keep score if you wish.

TEACHING WITH AUTHENTIC MATERIALS Level: starter/beginner, advanced, elementary, pre-intermediate, intermediate, upper-intermediate Catalogues, brochures and leaflets are a type of authentic material often available free and in quantity. Here are some ideas for using these, whether printed in English or another language. If you don't have such material locally, you could use advertisements cut out from magazines instead. Catalogue search You'll need multiple copies of the same brochure or catalogue for this listening comprehension task. Prepare about 6-10 questions that require learners to understand a short but detailed description of what a person is looking for e.g. "Mary loves to pick flowers from her garden and wants to display them in her home – but has nowhere to put them." Learners look through their catalogue and find the best product, writing it next to the person's name. This is an interesting task because it doesn't lead to single 'right' answers, but to further comparison and discussion when everyone has made their choices.

16

Catalogue race Use English language catalogues. Prepare about 15-20 short, questions that require students to fast-read through the text and find specific information. Example questions: "How much is a DBX23 toaster?"; "What color is the After All perfume bottle?"; "How high can the toy frog jump?” Give students time to familiarize themselves with the catalogues – then ask questions quickly, forcing them to look fast.

'Killer product' Learners should browse their catalogue and choose a great product. They then have 10-15 minutes to prepare a short presentation to persuade the class why their product is the one everyone should buy. They can invent any new information about it, add new features, even change the purpose of it. When all are ready, everyone makes their sales pitch one by one and at the end, the class votes for the one product they most want to own.

Bargain hunting Choose about 7-10 unusual catalogue items. Make teams. Give out an imaginary £200 to each team. Auction the products one by one, giving elaborate, enticing descriptions (but not saying the original prices). Teams bid for products they want to buy; highest bid wins each item. At the end, reveal the real prices and calculate who has achieved the best bargains.

Christmas shopping Ask learners to think of a friend or relative and write a short description (age, personality etc) and a brief list of the kind of things they like and don't like. When ready, they should pass this list on to another student. Now hand out some Christmas or New Year 'gift idea' catalogues. Students work in pairs. Assign each pair an imaginary amount of money e.g. £25. Each pair now has two people to 'shop for'. They should look at the products, make suggestions to each other, justify choices, offer alternatives and finally reach a compromise of one present for each person. When finished they meet up with the original list writers and explain what they have decided to buy and why. The writers can then tell them whether they chose well for the actual person or not! Author: Jim Scrivener

Good ESL Classes What are the teachers doing to facilitate learning? Are they sharing the goals of the lesson with the learners? Are they using authentic materials or textbook materials? Are they responding to the questions that the learners ask? What are the learners doing? Are they engaged in the activities? Are they paying attention? Do they appear to be involved? High variety. Varied activities often, incorporate reading, writing, and speaking, with some grammar and vocabulary development. No one type of activity predominated. Time, practice, and variety. Teachers don’t rush from one thing to another but rather spent time going over a concept or skill to make sure the learners understood what they were being taught. Learner-centered. Teachers respond to what the learners wanted to know and be able to do. Connection to the outside world. Teachers bring to class authentic materials, such as magazines, newspapers, and grocery items, and connected classroom learning with learners' lives outside the classroom. Offering choices and promoting thinking. Teachers give learners a chance to choose study topics and materials that were compelling and challenging.

17

Principles of Teaching Conversational English

1. Conversation is sound, and sound must be taught as sound, not as a symbol or as a letter of the alphabet.

2. To speak a new language, one must hear, understand, and reproduce the sound of the new language. Also, a student must learn to place the new words in correct word order. Some grammar is necessary.

3. Methods of teaching are different, but learning a second language follows the same pattern as the first: Listening, Speaking, Reading, Writing.

4. Explaining and talking is not the same as teaching. We are not teaching about English. You can speak stock phrases in a language without knowing how it "runs".

5. Spoken language has several dimensions: rhythm, intonation, mood, attitude. The printed word does not have these. English is a non-tonal language. Remember to speak in low tones in English, for it is a "guttural" language.

6. Students will learn new words and sentences quicker and retain them longer if they are relevant and useful.

7. Learning to speak a language is a skill rather than just knowledge. It must be developed through practice, like piano or golf. This is not a talent; it is practice.

8. A student must hear a new word or phrase 40-60 times before it becomes a part of his or her vocabulary. Use all learning styles: visual, auditory, and kinesthetic or seeing, hearing and doing.

9. Children do learn a new language quicker and easier than adults. However, they need a smaller vocabulary; they are less afraid of making mistakes, and they practice a lot more. The brain changes at puberty and it makes language learning a lot harder for the teenager and adult.

10. Adult students will always have an accent. It is acceptable and useful if the student speaks with clarity.

Accents can be attractive, but the utterance must be clear and intelligible. Try A Variety of Teaching Techniques

Model expected behavior or action Mini-Drama for Attention Getter Pantomime Sentence Completion Add a Sentence Story Individual Assignments under chair Singing Chanting Listening Teams Grab bag to identify or describe Physical Involvement Signs on Items in room How is it like? (Compare) How is it different? (Contrast) Search Items Role Play Echo Reading/Speaking Cloze procedure Pictures as Springboards Jazz Chants Fill in the blanks / Idiom Enacting/Picture

Question/Answer Following Directions Drama Popcorn Reading Repetition Summarize Sequence Write a Story Draw A Picture Categorize Use Senses: Smell, Touch, Taste Describe Predict Class Session outline Dictation Sentence Rearranging Games: Charades 20 Questions I Spy Pictionary Bingo

CRAZY QUIZ #2 (Past Tense)

1. Did you sleep on the roof last night?

2. Was it your birthday yesterday?

3. Could you swim when you were 8 years old?

4. Were you shopping with your friend on Sunday?

5. Was it cloudy or sunny yesterday?

6. Did you lend me some money last month?

7. Couldn’t you write your name when you were 11?

8. Were your friends at the zoo on Friday?

9. Didn’t it snow last January?

10. Was there a horse on your bed last night?

11. Could you finish your

18

CRAZY QUIZ #1 (Present Tense) (EFL4U)

1. Do you have a purple dog? 2. Are your shoes on your feet? 3. Can you open a door with your teeth? 4. Is there a banana on my desk? 5. Does a hotel have any rooms? 6. Am I your teacher or your cousin? 7. Can you spell “ambulance?” 8. Are my eyes brown? 9. Do you like ice cream on toast? 10. Is your nose on your face? 11. Does a bottle have ears? 12. Can a hummingbird talk? 13. Are your fingers longer or shorter than your toes?

14. Do you shower more than once a week?

15. Am I speaking English or French? 16. Does a computer have a keyboard? 17. Is a mouse smaller than a house? 18. Does a bank have any honey? 19. Can you eat with a pencil? 20. Is there an orange in your pocket? 21. Am I over 34 years old? 22. Do zebras have strips or stripes? 23. Are you married or single? 24. Can a chimpanzee fly? 25. Am I wearing a black cotton parka? 26. Does an hour have 60 minutes? 27. Are you older today than yesterday? 28. Is it summer, winter, spring, or fall? 29. Do Canadians speak Canadian? 30. Am I standing on a chair?

HEART PRINTS Whatever our hands touch--- We leave fingerprints! On walls, on furniture, On doorknobs, dishes, books, As we touch we leave our identity.

Oh please where ever I go today, Help me leave heart prints! Heart prints of compassion Of understanding and love. Heart prints of kindness and genuine concern.

May my heart touch a lonely neighbor Or a runaway daughter, Or an anxious mother

Or, perhaps, a dear friend!

I shall go out today To leave heart prints, And if someone should say "I felt your touch," May that one sense be...

YOUR LOVE Touching through ME.

I offer you my hand in friendship, So that when you reach out in times of need, You can be certain that I’ll always be there.

19

,

20

Ss = Students T = Teacher SG = Small Groups GP = Guided Practice CP = Communicative Practice

Activity Definition Application Example

ADD-ON

Ss stand in circle to review vocabulary or names; to create or tell a story by repeating all that's been said plus their response.

GP - to review / reinforce learning CP - to create / tell story in own words Cool-Down - to review

ALPHABETIZING Ss alphabetically arrange letters, words, objects, or selves in a line.

GP - lower level Ss Cool-Down

BRAINSTORMING SGs think of and make a list of possibilities.

Warm-Up CP

CATEGORIZING Ss work in pairs or SGs to sort items with similar qualities

GP CP

CHAIN DRILL S1 makes statement & asks a question of S2; S2 replies & asks same question of S3, etc.

GP

CHARADES / PANTOMIME

T or Ss mime a word or action for others to identify.

GP CP

CLOZE

T whites-out every 8-10th word in a text for novice Ss, every 6-7th word for high beginner, every 5th word or so for more advanced. An "underline" indicates blanks to be filled in. Blanks are numbered for easy reference. Jumbled answers in a box help lower level Ss.

GP - good check on comprehension

CONCENTRIC CIRCLES / PARALLEL LINES

Ss form a circle within a circle, facing each other. Pairs practice vocabulary, a dialog or share info. T signals for outside circle to step to right to join new partner for more practice, etc. OR, 2 equal lines face each other.

GP - controlled vocabulary, statements or dialogs CP - for all other practice

DEBATE T divides Ss into 2 teams to defend opposite viewpoints, giving reasons for each.

CP

DIALOG Ss read parts "A" & "B" in a conversation.

Presentation of New Language GP

DIALOGUE JOURNAL

T engages individual Ss in informal conversation in writing to focus on development of fluency & T-S relationship.

CP - creating language in writing Homework

DICTATION

T reads words, phrases or sentences 3 Xs: (1) normally, (2) more slowly in phrases, (3) at normal rate for Ss to check. T checks work or posts text for Ss to self check.

Warm-Up GP Review Cool-Down

TEACHING ACTIVITIES CHART TEACHING ACTIVITIES CHART

21

Activity Definition Application Example

FILL-IN-THE-BLANK

Key words are omitted & indicated by blanks. Ss fill in missing words for a check on comprehension or to guide reading

GP

FOUR-SQUARE-SHARE

Ss get in groups of 4 & # off 1-2-3-4. In 1st round, 1 & 2 and 3 & 4 share. In 2nd round 1 & 3 and 2 & 4 share. In 3rd round 1 & 4 and 2 & 3 share.

GP - if "canned" info CP

GAMES

Any traditional game that's adapted to vocabulary being learned or made up by T or Ss.

GP Review Cool-Down

INFORMATION (INFO) GAP

SG or 2 Ss give or request info in order to get all info needed to complete a form, graph, etc. This is done by speaking or listening, not reading from other's paper.

GP CP

INTERVIEW 2 Ss ask each other several questions.

CP

JAZZ CHANT Rhythms in verse teach sound, stress, intonation, patterns, functions & cultural cues.

Warm-Up GP Cool-Down

JIGSAW TASK

T divides Ss into SGs that number off, then form other groups w/assigned task (all 1s together, all 2s, etc.). After becoming "experts," Ss return to original group to share, thus giving all Ss "big picture."

CP

LIPSON T cues storytelling with pictures &

core sentences.

GP - T controlled CP - S controlled telling story in own words & using follow up activities

MATCHING Ss draw a line to match item from

1 column with appropriate item in another column.

GP

MULTIPLE CHOICE

Ss choose best response from several choices given.

GP

PAIR-SQUARE-SHARE

After a pair shares info, they join another pair & report their partner's info (involves working on listening, speaking & pronunciation).

GP - if "canned info" - if answers already known CP

PROBLEM SOLVING

Task for SGs is to find solution for a specific "problem." Focus is on fluency rather than grammar.

CP

QUESTION / ANSWER

T, pairs or SGs ask & answer questions.

GP - for factual info CP - for thoughtful choice or elaboration

22

Activity

Definition

Application

Example

RANKING SGs work to assign degree of importance for a list of items / ideas / concepts.

GP - without discussion CP - with upper level Ss discussing

REPETITION T presents language & Ss repeat as directed

Presentation of New Language GP

ROLE PLAY

T assigns situation in which Ss assume parts & create appropriate conversation.

CP

ROUND ROBIN REPETITION

Ss sit or stand in circle for repetition (as fast-paced as possible).

Warm-Up Review Cool-Down

SEMANTIC WEBBING

T encircles word on board & asks Ss for related words, which T writes on lines extending from circle in all directions.

Warm-Up to see how much Ss know GP Review & Cool-Down

SEQUENCING Pairs or SGs arrange items (pictures, words, setences, etc.) in correct order.

GP - arranging sentence strips or pictures CP - arranging pictures & telling story in sequence

SONGS T uses any kind of music - recorded instrumental, vocal singing in class, etc.

Warm-Up Presentation of New Language GP & CP Cool-Down

STRIP STORY

T cuts apart a dialog or story to have each sentence on separate strip of paper. Strips are given out randomly for Ss to sequence. May be sequenced by S pairs or single S. OR, T can jumble on a page for Ss to sequence.

GP

SURVEY Ss ask a few questions to get factual answers from a number of people.

GP - if formulaic responses. E.g. address / birthday / etc. CP - if Ss give unpredictable responses

TOTAL PHYSICAL RESPONSE (TPR)

T gives command & does action. Ss listen. Next T invites Ss to listen & join in action. Then T gives command & asks Ss to do action without visual cues. Last Ss take turns being T & command-giver.

Presentation of New Language GP

USING PICTURES Enriches any lesson, whether used to introduce topic or launch conversations in pairs or SGs.

Warm-Up Presentation of New Language GP & CP Cool-Down

WALK-ABOUT MATCHING

Half of Ss have words on strips. Other half have strips with pictures, opposites, abbreviations, definitions, etc. Ss walk about to find match.

GP

23

Teaching Activities for Classroom Language Use Definitions and Abbreviations

Ss = Students T = Teacher SG = Small Groups GP = Guided Practice CP = Communicative Practice

Guided Practice Activities – Do this first Guided Practice Activities practice what the student has just learned. Guided Practice Activities are used for the teacher to check students’ comprehension and for the student to practice manipulating the new material. Guided Practice Activities should be done before Communicative Practice Activities.

Guided Practice Activities are characterized by the following:

Communicative Practice Activities – Include both Guided and Communicative Practice activities in every lesson plan. Communicative Practice Activities integrate material students have just learned with already known material. Communicative Practice Activities are used for the teacher to check students’ comprehension and ability to integrate the material with already know material and use it.

Communicative Practice Activities are characterized by the following:

Communicative activities

for beginner lessons

Add-On

Charades/Pantomime

Concentric Circles

Information Gap

Interview

Pair-Square Share

Question & Answer

Sequencing

Songs

Survey

Using Pictures

Communicative activities for higher level lessons

All of the beginner activities, plus:

Brainstorming

Categorizing

Debate

Dialog Journal

Jigsaw Task

Lipson

Problem Solving

Ranking

From the Work o from Doris Edwards, Beyond our Borders, and

Robin Feistel, Teaching English with EXcellence

They are set up by the teacher, but guided by the student

The responses are unpredictable

There is no single, correct response

Errors should not be corrected as students are practicing fluency

They are guided by the teacher

There is only one single correct response, i.e. Question and Answer

Incorrect responses should be corrected by the teacher

More About Dialogue Journals

A dialogue journal is an ongoing interaction between two people to exchange experiences, ideas, or reflections. It is used most often in education as a means of sustained written interaction between students and teachers at all education levels. It can be used to promote second language learning (English and other languages) and learning in all areas.

A dialogue journal is an informal written conversation between two or

more people (student-student or student-teacher) about topics of

mutual interest. Dialogue journals provide students with a meaningful

writing activity that is engaging because it involves other students.

These written conversations reinforce learning while forming bonds

between students that can provide a foundation for later cooperative

learning activities.

For example, students finish reading a story and are asked to work with

a partner to respond in a dialogue journal to the question, "Did the

story end as you thought it would?"

DIALOGUE JOURNAL TOPIC SUGGESTIONS By Phyllis Merritt and Peggy Dockery

1. Write a journal entry in response to: "A good name is more to be treasured than great riches." -King Solomon 2. Write 4 thoughts about each of the following that are personally meaningful to you.

Happiness is_______ Misery is_______

Love is_______ Friendship is___________ (For example: Friendship is a telephone call, sharing your lunch, etc. Read “Misery” by Langston Hughes:)

Misery is when your very best friend calls you a name she really didn't mean to call you at all.

Misery is when you call your very best friend a name you didn't mean to call her, either.

4. Describe a journey (real, emotional, or a life dream) you have had. 5. Write a comparison/contrast journal entry showing true-to-life examples of persons in “Love, Joy, Peace, Patience, Kindness, Goodness, Gentleness, Faithfulness, and Self-Control. 6. Write and explain a Proverb that you know. “8. Write about the lesson you learn from: “Give a boy a fish and he eats for a day; teach him to fish and he eats for a lifetime.” 9. Write in your journal how you have seen this Proverb lived out in a true life situation: “Riches adorn the house, virtue adorns the person.” 10. “A promise is a cloud, fulfillment is rain.” Do you agree or disagree with this Arab proverb? 11. “How I met my wife/husband,” or “The person I marry should be …” or “The person I want my son or daughter to marry should be …” 12. If my house were to catch fire and I could carry out only one thing it would be ______ because _________. 13. My happiest childhood memory is … 14. If I knew I could not fail, I would love to have this job: _________________. 15. My favorite holiday is ________ because ____________. 16. If I had an extra 53 minutes every week, I would … (See The Little Prince.) 17. Describe someone or something that you like very much (your husband or wife, a friend, a hobby, a leisure activity, etc.). End with, “ . . . . . and that’s why I like ______ so much.” 18. I am most thankful for ____________.

Student

1 I thought the story would end differently.

Student

2 Why?

Student

1

I thought the boy would get what he wanted

(the bike) because it seemed like he did all

the right things.

Student

2

I thought he might not get what he wanted

because at the beginning of the story the

author has the mother say, "We don't always

get what we want...and that's OK."

Student

1

I did not think about it that way. It doesn't

seem fair though. He worked hard and should

have gotten the bike.

Student

2

Well, maybe that is a lesson the author is

teaching.

ADDITIONAL JOURNAL TOPICS Choose one to relate to your lesson topic. 1. The funniest thing I ever saw was __________ 2. If I had 24 hours to live, I would __________ 3. On Saturdays I usually __________ 4. I feel best when people __________ 5. I'd like to spend a long holiday in __________ 6. I wish politicians would __________ 7. I have never __________ 8. Parents should always __________ 9. My children will __________

10. The world would be a better place if __________ 11. The thing that worries me most is __________ 12. I never worry about __________ 13. Some day I am going to __________ 14. I like people who __________ 15. I get very angry if __________ 16. I find it difficult to __________ 17. I am not interested in __________ 18. If l could be somewhere else now, I'd like to be _______

Walk About – Make a Sentence: Use these words or others that better meet your needs. Have enough sentence-words for everyone in the class. Give one to each person. Play music, and a bit like musical chairs; while the music is playing, everyone is to move around, keeping an eye on who has what words. When the music stops, everyone must join others to make a correct English sentence. Sentences must be at least 3 words, longer is good. Repeat sentences with the same players are not allowed. Not every word goes with every other word, but many variations are possible. Repeat as long as it is fun or until you run out of new combinations. Possible words, one unit per sheet of paper. Use different colors for each column.

What to Do Every Day STEP 1. Meet students’ two needs: a. To hear a teacher who is a native English speaker. b. Time to practice speaking what they are hearing and learning.

c. The teacher’s job is to balance class time so that:

students speak more

and the teacher speaks less.

Remember: Telling is not necessarily teaching Listening is not necessarily learning Teach for success Give the answer before you ask the question. Don’t say anything your students cannot understand. Give time for your students to practice in lots of different ways. (Remember a new word must be spoken at least 40 times before it is learned

STEP 2. Make language learning productive and fun. a. Tongue twisters, jazz chants, grammar points, idioms, or a story are all very different language activities. b. Each is a “part” to be connected to the “whole.”

26

27

TALK AND HOP

This game will hold even the most energetic class's attention and requires little preparation. * Find out who has a watch with a timer and have them set it for 2 minutes. * When he / she says 'go', proceed to hop on one foot saying as much as you can about yourself. For example, my name is..., I was born in...., I love to.......... I hate to........., I enjoy............, my hobbies are......... etc. * When the time is up, ask them to tell you what they now know about you. * The students will want to try this as well but set the time for 30 seconds at first! GROUP JUGGLING: The group starts in a circle formation. The leader of the group will begin with one object in hand (i.e. a small ball). The leader will ask one group member to repeat their name, and then the leader will gently toss the object to that group member. The group member will reply “Thank you, (the leader’s name)!” The leader will reply by saying, “You’re welcome, (the individual’s name)!” The object will continue around the circle in the same manner, making sure everyone has received the object, until the object returns to the leader.

NOTE: During the first round, once a group member has tossed the object, have them cross their arms to prevent repetition. The same pattern will start again with the leader adding more objects. Once an object has been dropped, the pattern starts all over with the first object. NOTE: Mix up sizes and shapes of objects (i.e. a rubber chicken, soft ball, etc.)