Word Pro - Teaching-Suggestions-2004 · This Teaching Guide gives suggestions and ideas for English...

YOUR TEACHING

TEACHING SUGGESTIONS

TRAVELLERS7 Mulberry Close

FerringWest Sussex

BN12 5HYTel: 01903 502595Fax: 01903 500364

email: [email protected]: www.travellersworldwide.com

Copyright: 2000 - TravelQuest Ltd t/a Travellers

SOME TEACHING IDEAS

This Teaching Guide gives suggestions and ideas for English Conversation Courses for Beginnersand Intermediates. You may like to use it to prepare yourself for teaching. You will have theopportunity in your host country to discuss your teaching with local teachers and/or headmasters.

Many of our volunteers have commented that their students appear subdued for the first two orthree days (because you're a stranger and they need time to get used to the new situation), but then... they make a breakthrough! Suddenly pupils fight each other to get chosen to answer questionsor to put questions to the teacher (that's you!). So please exercise a little patience initially - it willbe well rewarded.

APPENDIX A: CLASS MANAGEMENT (Discipline in the Classroom) can be found atthe end of the Teaching Guide.AN ADDITIONAL APPENDIX B - this section was devised by a Travellers volunteer (aschool teacher) for use in a rural school in Sri Lanka, but it is useful for rural schools anywhere

Some other good resources for TEFL lesson plans and games can be found on the Internet. Tryhttp://www.teflgames.com/games.html orhttp://www.tefl.net/links/Games_and_Quizzes/Games/ or simply type ‘TEFL lesson plans/games’ into a search engine. A good book for TEFL game ideas is Games for Language Learning (Cambridge Handbooks forLanguage Teachers) ISBN: 052127737X

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IDEAS FOR ENGLISH CONVERSATION COURSESFOR BEGINNERS AND INTERMEDIATES

Travellers normally uses a topic based method of teaching English. Every day, for example, youmay be able to introduce a new topic and discuss it at an appropriate level for the class. In thispaper, we have suggested many teaching titles and some ideas of how you might wish to prepareand equip yourself to teach the topic in question. If you have alternative ideas for topics or classactivities, please feel free to include them as well.

The idea of these notes, then, is to suggest ways in which you might wish to enliven your class andto give you some ideas in advance for English conversation courses, especially in case you havematerial you think would be valuable to take with you. Please note that photocopies, cassettetapes and English-language material are all unlikely to be easily available in your destinationcountries.

The Travellers English language system is flexible. You don't have to follow rigidly theday-to-day programme - the way we teach depends on the particular class and on your specialaptitudes.

We have the following obligations to our pupils:

• To provide them with an informative course in using English and also to provide a windowto another culture other than their own

• To tailor the course more or less to their needs and the number and length of sessions theyspend with us

Travellers - Teaching Suggestions - Page 3

• To get the students familiar with the sounds and music of the English-language• To provide an enjoyable course for both them and you and to put the students at ease with

using English.

Finally, we at Travellers are quite sure that after a series of classes with you, the students will beable to speak English as they never did before!

TALKING ABOUT OURSELVES

TOPIC 1: Introducing and Getting to Know One Another / Home Towns

This first lesson is going to give you an opportunity to ascertain the students’ levels, whether theylike talking or will need encouraging, and where their interests lie.

Suggested steps for the first lesson are as follows, but please remember that these are onlysuggestions and you should try only those that you are comfortable with.

Suggested steps for the first lesson:

1. When entering the classroom with a smile and a ‘hello’, introduce yourself and write yourname in large enough letters for all to see on the board. (If you do this in the top right handcorner, this gives you a lot of space to write other things.) If there isn’t a board, show thestudents your name, again in large enough letters, on a piece of paper.

2. Ask the students to write their names on a folded piece of a paper which they can keep in frontof them each lesson.

If you find the students’ names difficult to pronounce, one option is to ask them if they have ashortened form of their name, a nickname, or perhaps they would like a typical American orEnglish name. If so, ask them what names they know or like or you could give them some tochoose from.

3. As the students need to know the alphabet, get them to spell their names or nicknames to you.Start this activity by asking:

‘What’s your name?’ ‘How do you spell it please?’

Begin by writing the letters on the board or on a large piece of paper, or even by just shapingthe letter on a wall with your finger. Before you do this activity, you will have to get thestudents to put the paper with their names on one side.

4. Now you know who the students are, you could go around the class shaking their hands usingthe phrases:

‘Nice to meet you’'Pleased to meet you’

You want them to reply with ...‘Nice to meet you too’ etc.

You can help them with learning this by saying their part of the phrase and pointing back to


yourself. If students don’t understand what you are trying to get them to say or do, just repeatit with another person until somebody does. If possible, always make sure any key expressionsare written up on the board for all those to see. If not, hold up some paper with the writing onand get the students to pass it around.

5. To find out more about the students, invite them to ask you questions about yourself.Encourage the students to work in pairs or small groups to come up with a question. Give thestudents an example of a question directed at you so they understand the object of the exercise.

Once students have asked you questions, ask them the same or similar questions. You can turnthe tables on them simultaneously, which will make the lesson more dynamic. (See Worksheet1 overleaf)

6. Give the students an opportunity to introduce their town to you, You can start by asking themquestions such as ...

‘Where’s the ....?’‘Where’s a ....?’‘Where can I get/buy a/some ....?’

Try and elicit the following responses from the students ...‘There’s a ....... opposite/next to .....’‘There are some ...... opposite/next to .....’

At this point you could construct a rough map of their town, if possible, with their help tomake sure key buildings, places and phrases such as opposite, next to, behind, on the corner,are generally understood.

7. Extra work - NationalitiesYou could introduce this topic by asking the students what nationality you are. You could thentalk about yourself being European, then British, then specify what part of Britain you are from(if this appropriate to you).

You could ask then, if possible, give the students a nationality grid, (see Worksheet 2 overleaf)and base the conversation around that.

8. In the last ten minutes of a lesson, it is a good idea to recap on what you have covered. In thislesson you may want to do this by:

(i) Asking a few students their new nicknames.(ii) Asking perhaps one of the more confident students to spell his or her name or the name of another that was rather difficult. Students often find this funny and challenging if presented in a light-hearted and non-threatening way.

Most teachers recap the material covered at the beginning of the lesson during the end sectionof the lesson so that everything is fresh in the students’ minds when they leave.

9. Possible equipment.Maps, postcards, coins, photocopies of a cheque book format, photocopies of your passport (ifyou don’t mind students knowing your details) and/or anything else you may feel is of interest.


WORKSHEET 1

GENERAL QUESTIONS AND SHORT ANSWER FORMS TOGET TO KNOW ONE ANOTHER:

A sample of questions to ask Beginners:

Where are you from?Elicit from students: "I am from ........

Where do you work/live?Elicit from students: "In ......" , "At the ......"

What do you do? What's your job?Elicit from students: "I'm a ........"

Are you married?Elicit from students: "Yes, I am", "No, I'm not" If the students are very young, they will usuallyfind this question very amusing!

Are you tired?Elicit from students: "Yes, I am", "No, I'm not"

Are you hungry?Elicit from students: "Yes, I am", "No, I'm not"

Do you have any pets? Do you have any animals?Elicit from students: "Yes, I have a ......" "Yes, I've got a ......" "No, I don't."

Can you drive / cook / play the piano / sing ... etc.?Elicit from students: "Yes, I can", "No, I can't."

It doesn't matter if the students don't know the vocabulary needed because you will help them, andit also serves as an introduction to the topics to follow.


WORKSHEET 2

NATIONALITY VOCABULARY GRID (BEGINNERS)

Etc.

FashionWineThe Eiffel Tower

CheeseWine

French... a Frenchman... a French woman

FrenchFrance

Clinton Movies

HamburgersEtc

EnglishSpanish

... an AmericanAmericanThe USA

FAMOUS FOR ...FOODLANGUAGEHE'S A.....NATIONALITYOF PEOPLE

COUNTRY


TOPIC 2: My Family and Friends

Depending on your class's previous knowledge, introduce the simpler relationships (mother,father, son, daughter, brother, sister, etc.) or the more complex (grandmother, grandfather,sister-in-law, and so on).

Possible Equipment:Photos of your friends and family, worksheets of your or any family tree (see Worksheet 3 overleaf)

1. You can introduce this topic by laying out some photos of friends and family on a deskand getting students to identify who is family and who isn’t. Students could put thosethey think are family in one pile and those they think are friends in another.

After you have clarified who are friends and who are family, ask the students to guesswhich relation family members are to you.

2. Once you have covered some or all of the most important relationships, give students aworksheet, or display it on the board, of a family tree (see Worksheet 3 overleaf). Eitherwork through it together as a class or ask them to do it in pairs or in threes and then gothrough the answers.

3. Ask the class to make their own family trees or if this appears a sensitive issue fro some,a family tree of a famous or well-known person. Let some volunteers describe their treesto each other and the class.

4. Ask the class to ask each other about the size of the family and the relatives’ ages. Whohas got the largest family? Who is the oldest/youngest?

When introducing the topic of family and showing the students photos of relatives, it issometimes fun to add an eccentric looking character (whether family or not!), or tell thestudents something entertaining about one of the relatives, eg. An aunt who has thirty catsor a great uncle who has a diamond in his tooth! These sorts of tit-bits are extremely goodat grabbing the students’ attention immediately and getting them to be forthcoming withinteresting information of their own - communicated in English.


WORKSHEET 3 - FAMILY TREE (BEGINNERS)

Agnes married Albert _________________________________________________

June m Frederic Bill m Hilary ________________________ ___________

Bobby m Sue Terry Sarah Chelsea Karl __________

John Albert

12. Bill is Sarah's ................................................................. 13. June is Karl's .................................................................14. June is Bill's .................................................................15. Bill is June's .................................................................16. Frederic is Bill's .............................................................17. Hilary is Frederic's .........................................................18. Albert is Frederic's .........................................................19. Agnes is Hilary's ...........................................................20. Terry is Bill's .................................................................21. Sue is Hilary's ...............................................................22. Terry is Karl's .................................................................

1. Agnes is Sarah's ...............................................................2. Albert is Chelsea's ............................................................3. June is Terry's ..................................................................4. Bill is Karl's .....................................................................5. Bobby is Agnes' ...............................................................6. Sarah is Albert's ...............................................................7. John Albert is Agnes' & Albert's .......................................8. Agnes is John Albert's ......................................................9. Albert is John Albert's ......................................................10. Frederic is Albert's .........................................................11. June is Agnes' .................................................................


WORKSHEET 3

ANSWERS TO FAMILY TREE (Worksheet 3)

1. (Agnes is Sarah's) Grandmother / Granny

2. ... grandfather, grand-dad

3. ... mother

4. ... father

5. ... grandson

6. ... granddaughter

7. ... great-grandson

8. ... great grandmother

9. ... great grandfather

10. ... son

11. ... daughter

12. ... uncle

13. ... aunt

14. ... sister

15. ... brother-in-law

16. ... sister-in-law

17. ... father-in-law

18. ... mother-in-law

19. ... nephew

20. ... niece

21. ... cousin

TOPIC 3: My Home


Possible Equipment:A photo or plan of your homeMagazine pictures of furniture from advertisements

1. Describe the layout of your home, the rooms and basic structures or more specialised itemsof furniture, according to the level of your group. You could also show students pictures ofspecialised items of furniture or equipment and ask them in which room you should put it.

2. Let the class make plans of their own homes, labelling and describing them to each other andto you.

TOPIC 4: Hobbies andInterests

Possible Equipment:Examples of things to show the students, what you like and don’t like doing. For example:

a tennis ball to show that you like tennis, a packet of pot noodle to show that you don’t like cooking, a newspaper to show that you like politics, etc ...

1. Introduce the subject by asking the students to guess if you like doing a certain activity bypointing to an item, e.g. the tennis ball, and saying, ’Do I like tennis?’

If you can show a simple illustration of a smiling face and a frowning one, that will helpcomprehension.

2. Next, you could turn the questions back to them and ask them whether they like the activitiesyour items represent.

3. You now want to broaden the language by writing on two different sides of the board:

I like to dance I don’t like to danceI like dancing I don’t like dancingI like pop music I don’t like pop music(underneath put a smiling face) (underneath put a frowning face)

4. Try and elicit a few responses from the class about what they like and don’t likedoing, as this an opportunity to explore many different areas with your class, such asvocabulary for sport, music, etc.


5. Depending on the age and ability, the class can mime their interests and others can guesswhat they like doing. They can also explain why they enjoy their own hobbies.

6. A simple questionnaire might provide a fun ending to the first week, with students taking itin turns to interview each other. The first to find, say, six in one column is the winner.

COOKING?POP MUSIC?CYCLING?FOOTBALL?

DO YOU LIKE ....NAME OFSTUDENT

TOPIC 5: Shops and Shopping

Possible Equipment:Items of food and other goods bought locally, e.g. matches, coins (local and coins from your owncountry).

1. To introduce this topic you could show the students one item at a time and ask them, 'Wheredo I go for a/some ....?’. By doing this you will be able to find out how many everyday itemsand shop names the students know (see Worksheet 4 overleaf).

2. A good context for role-play in pairs are simple dialogues for buying and selling situations.You have the following options:

Jumbled DialoguesGive the students jumbled dialogues between a sales assistant and a customer and get thestudents to unjumble them.

Gap-filling DialoguesProvide the students with a dialogue with gaps. You can read one part out loud and get astudent to read the other part out (you would have to provide this student with the answers)and the rest of the class have to guess the answers. Depending on how strong the group is,you can provide them with the answers in an unordered list.

3. Test the students’ knowledge and ability with prices. Dictate about ten prices, e.g. £4.99 andget them to read them back to you with you, each time displaying the price for all to see.After that, get the students to dictate their own prices to you in their own currencies, dollarsor a mixture of currencies of their choice.

4. For those who are able to express themselves better, a chance to develop their language -you’ve put a coin in a sweet machine but nothing has come out; the shopkeeper doesn’tbelieve you; ... (see Worksheet 5 overleaf).


To recap: you have two options or you can use both depending on the students’ needs. Theseoptions are as follows:

Multiple choiceGive the students Worksheet 6 where the students have to differentiate between the correct andincorrect phrases,AND/ORJigsaw (one-sided) DialoguesPut the students in pairs and give each student either Worksheet 7A or 7B.

Finally, get the students into pairs or small groups to write down and work out their own buyingand selling dialogues using the language they have learnt and to role-play it amongst themselves.Later, if you wish, collect in these dialogues (making sure that you collect a complete dialoguerepresenting each group/pair and choose a couple that can be played out to the rest of the classduring the next day or so, in the next lesson.


WORKSHEET 6

SHOPPING (Beginners)

Which is the bad/good phrase?

Shop Assistant:1. a. Do you want service?

b. Can I help you?c. What can I do for you, Sir/Madam?d. Are you being attended to?

2. a. Are you big or small?b. What size are you?

3. a. Tell me the colour you want?b. Any particular colour?c. What colour would you like?

4. a. It's good because it's little moneyb. It's cheapc. It's a real bargain.

5. a. No sandwiches today.b. We haven't got any sandwiches today.c. Sorry, we have run out of sandwiches today.

6. a. Anything else?b. Do you want some more?c. Is that it?

You:

7. a. What is the cost?b. How much is it?c. What money for this?

8. a. That's a good price.b. That's very reasonable.

9. a. I'm looking for ........?b. Give me .........

10. a. I'm afraid it's too expensiveb. Too much money!

etc.


WORKSHEET 7A


WORKSHEET 7B


TOPIC 6: Dress Sense

Possible Equipment: Your latest clothes from Britain (or your home country)Magazines, pictures of people wearing certain clothes.

1. Ask the class to bring in their favourite items of clothing. Maybe make a catwalk in class.

2. A chance to look at colour, design (striped, checked, spotted, flowered, etc.) and fabrics(wool, cotton).

3. Let the class discuss their own ideas of fashion and to describe what you or they or thepeople in some pictures are wearing. You describe what one person is wearing and get thestudents to guess who he/she is, starting with the phrase, 'This person’s wearing....’

4. Give students situations, such as a walk in the country, an interview for a job, a night outdancing, a long car journey, a dinner with invited members of the family, etc,, and either askthem in groups to describe what they would feel is appropriate to wear or give them a fewideas with a couple of red herrings thrown in, such as a swimming costume.

5. This might also be the moment to introduce related work on the weather. You can do this byusing statements such as: ’When it’s windy I wear ...’‘When it’s hot and humid I wear...’Again you can offer a few ideas and at the same time allow the students to express their ownideas.

TOPIC 7: Keeping Healthy

Possible Equipment: A thermometerA bottle of tablets/medicine.

1. Introduce parts of the body (for young children, do you know the song-game ‘Heads andshoulders, knees and toes?’). The class can work in pairs, asking each other to name the partof their body they are pointing to.

2. Draw or show 2 faces to the students, one of a happy smiling face and another of an unhappyface. Ask the students how they are. When one student gives you an answer that he/she isn’tfine, write underneath the unhappy face, ’What’s the matter?’ ‘What’s the problem?’ Then get the student to tell you what the problem is, or mime it and then write down theproblem, e.g., I’ve got a headache.

Try and build up a small list (keeping it fairly simple!) on one side of the board of thestudents’ aches and pains and some expressions on the other side, such as, ‘I’m fine, thanks,and you?’

3. You could then give or read out some sentences to the students that they could finish offthemselves in groups or pairs, or you could give them unordered answers with a few red


herrings thrown in to make them laugh and encourage discussion. E.g. When I’ve got a headache I ... go to bed...eat a lot of onions, etc.,

NB: Point out that it’s possible to say, ’I’ve got a ....ache’, or, ’I’ve got a pain in my...’ forsome parts of the body.

4. You could perhaps use drawings or cartoons as the basis for a series of amusing role-playactivities “at the doctor’s”. You could introduce this activity by getting some students to readout a short and maybe amusing dialogue that you have prepared. At the end, ask the studentswhether they agreed with the doctor. Then ask them in pairs to come up with their ownrole-play which they can act out if they want to when the majority of the class have finished.

5. Finally, you could ask the students what they do to keep healthy. You can introduce this byasking some of them, ”Are you healthy?”.

Demonstrate the word healthy by miming it, then ask the students to expand upon why theyare or why they're not healthy.

TOPIC 8: Food and Drink

Possible Equipment: Some photocopies of interesting English recipesIllustrations of food.

1. Give the students a grid divided into fruit, vegetables and meat. Divide the students into pairsor small groups and get them to fill the grid in, or you could do it together as a classroomactivity. Then ask the students what their favourite fruit, etc., is and then what their favouritedish is.

2. The class can provide you with information on typical menus for breakfast, lunch, etc., intheir country - and you can reciprocate with Rice Krispies and fish ‘n’chips.

3. They could design a menu for a special occasion - or a diet menu for a slimmer.

4. Try and introduce adjectives linked to food, such as delicious, tasty, tasteless, easy (tomake), and related verbs appropriate to the class level such as, chop, boil, bake.

5. You could ask the students questions linked to food, such as: “Who are better cooks, men or women?”“Which nationality has your favourite food?”“Can healthy food be delicious?”

6. It might be an idea to ask the class to bring in a sample of something they’ve cooked. It couldbe a tasty end to the week.

TOPIC 9: The Animal World


Possible Equipment: Photos of your own animals or, for more advanced groups, pictures of endangered species.

1. Ask the class, the day before, to bring in pictures of their own animals. Who has the most unusual pet? (perhaps the basis for a group questionnaire). How do you look after an animal?Why do people have pets?

2. You could introduce a story about eccentric animal keeping, maybe like an adapted newsitem about hotels for pampered pets. Students could then ask you questions to reconstruct thestory, and/or make/report stories of their own.

3. Students could design gadgets for pets and you could get them to describe it to the class. Letthe class members guess the price.

4. The animal world can lead on to work on the environment in more advanced groups.

TOPIC 10: Travelling and Holidays

Possible Equipment: Pictures of means of transport, Pictures of holiday resorts, (Adapted) holiday brochures.

1. Introduce the topic by asking the students how they get to work, or to class (NB: to get/go home-not “to” home) Point out “by” bus, train,car, etc, but “on” foot.

2. Here is a chance to discover a whole new vocabulary associated with cars, buses, trains andaeroplanes, timetables, holidays, scenery, road safety, and the problems of crossing frontiersand travelling around different parts of the world.

A good opportunity for a comprehension exercise would be to draw a map and then topretend that person A is at one place and is asking the way from person B, who has toexplain how they get to another place - and there are lots of variations on this theme.

Also, you could ask the students what type of holiday they would like e.g.: adventure,cultural, luxury, etc. Students could make up their own advertisement for a holiday resort(maybe their own home town), describing what the tourists will be doing each day. SeeWorksheet 8 for ideas.


WORKSHEET 8

TRAVELLING AND HOLIDAYS

IDEAS FOR STUDENTS' ADVERTISEMENTS FOR A HOLIDAY BROCHURE

WELCOME TO ... COSTA DE LA WOW!

We have a lot to offer you on your5-day holiday!

On Day 1 you are going to visit our wonderful sleepingvolcano. You are going to be amazed!

On Day 2 you are going to trek through ourbeautiful, exotic forests.

It will be great fun!

On Day 3 ..............

On Day 4 .............. (etc.)

Price: £199, including return flight and half-board.


BEGINNERS

GRAMMAR IN CONVERSATIONTHE PRESENT TENSES

Daily Routine1. Ask the students about a typical day in their lives, asking them questions like ...

“When do you wake up?”“When do you get up?”“Do you have breakfast?”“Do you meet friends for lunch?” Etc.If possible, write these questions down.

2. Get the students to ask you questions. Try and surprise them with some of your answers.3. Show the students a cartoon or figure (like a matchstick man) and his/her daily routine and

ask questions around it. Or ...Mime an average day and get students to give you their commentary as you go along. It’sadvisable not to make it too long and too difficult to guess. Or ...Tell the students the routine of a friend or a well-known character and then afterwards givethe students a few statements which are either true or false and get the students to correct youor agree with you.

A typical year / A festivalYou can substitute a daily routine with information and questions about a typical year and/orfestivals. Try and introduce adverbs of frequency, such as, always, often, usually, sometimes,etc. Demonstrate and explain their meaning by drawing an approximate scale like the one below:

100% Always90% Usually50% Sometimes5% Occasionally, rarely, seldom, hardly ever0% Never

Describing a picture, what somebody is doing/wearing now.(The Present Continuous tense)

1. Ask the students what you are doing and mime some actions. If possible, write the questionon the board and emphasise ...“What am I doing?”“You’re reading.” Etc... Or ...

2. Show the students a picture or cartoons and ask them what the characters in thepicture/cartoons are doing and wearing.

3. Compare what a character usually does and what he/she is doing now in a worksheet of yourown similar to Worksheets 9a + 9b.

THE FUTURE TENSES

Future Plans (am /are / is + going to)1. Ask the students what they are going to do at later times of the day, such as,

”What are you going to have for lunch?” “Are you going to study English tonight?” Then get students to ask you questions.


2. You could give the students a statement, such as,“I’m going to have dinner with my boss tonight....”and get students to volunteer sentences linked to yours, such as,“... so I’m going to wear my best suit.”

If students ask you a difficult question, like, "What does so mean?”, if you don’t know thetranslation (which isn’t always advisable anyway), try and rephrase the sentence to make itclearer what the problematic word means. For example:

“I’m going to have dinner with my boss tonight so I’m going to wear my best suit”becomes “Because I’m going to have dinner with my boss tonight, I’m going to wearmy best suit”.

If that doesn’t work, tell the students not to worry and concentrate on the upcoming activity.No single word is that important, and to any students with a bee in their bonnet (and there’susually one in each class!!), be polite but firm. After all, you are the teacher, not him or her,and the class will follow you and not him/her!

3. Ask the students longer term questions such as, "Where are you going on holiday?"or ask them about their ambitions for travel, learning English, business.

4. You could even do some crystal gazing as a fortune-teller, complete with headscarf,improvising with a basketball,e tc., or reading palms - which might provide some light relief.E.g.: “You are going to travel to England and meet the queen!”

Diary Plans( The Present Continuous, e.g., I’m watching a video tonight)

1. Ask the students what they do during the week on certain days and at certain times. Makesure that they hear and see the question, such as, “What are you doing ... on Monday? ... tonight?... tomorrow?

2. You could continue this grammar focus by using a jigsaw activity where paired students haveto find out the information the other has. (See Worksheets 10a + 10b).

3. Alternatively, you could tell students your plans for the week and ask them after on whichdays you are doing some of the activities, or, as an example, whether you are, e.g. going tothe cinema or having a computer lesson.

4. Introduce prepositions for periods of time, e.g., on Monday, at 6.00 pm, in September, byeither giving out a worksheet similar to Worksheet 11 and through doing the worksheettogether - let the students work out the rules, for example, on for a day or an ordinal date(5th, 13th, etc.)


WORKSHEET 9A

PICTURES OF ENGLISH TENSES


WORKSHEET 9B

PICTURES OF ENGLISH TENSES


BEGINNERS GRAMMAR IN CONVERSATION

WORKSHEET 10A

DIARY JIGSAW ACTIVITY

Saturday:Mom & Dad at airport - 2o'clock

Wednesday:Meeting at John's house 3.30p.m.

Friday:?

Tuesday:?

Thursday:Dentist 9.15 a.m.???

Monday:Dinner with Janet 8 p.m.

Ask Student B what Fred'sdoing where there are

question marks

FRED'S DIARY(Student A)

____________________________________________

WORKSHEET 10B

DIARY JIGSAW ACTIVITY

Saturday:??

Wednesday:??

Friday:Cat's appointment with thevet at 12.30

Tuesday:Swimming lesson at 7 p.m.

Thursday:Film with Bridget at 7 p.m.

Monday:Driving lesson at 6 p.m.

Ask Student A what Fred'sdoing where there are

question marks

FRED'S DIARY(Student B)


WORKSHEET 11


The Past Tenses

The Present Perfect Tense - Have You Ever..?

1. Ask the students 10 or more questions about things that they might have tried (see Worksheet12). Elicit a short answer, such as, “Yes I have,” or “No, I haven’t” before they go intomore detail.

The Simple Past Tense - I went, I saw, I bought ... etc.

This tense can be used with a specific time reference, such as; I walked 7 miles yesterday I never did homework when I was a child.

1. Introduce this tense by asking students, “What did you do last week-end?” or similar.Write the short answer forms underneath.E.g: Did you have a good weekend? Yes, I did No, I didn‘t (I went to...) (I saw...)

2. Try telling a story that will suit their language ability and interests. (If you have no idea ofone of your own, tell them a folk tale or legend and see if they have the same or a variation.)

3. Ask questions about the story and let the class retell the story . A student begins and after oneor two sentences names another student to continue. This activity can be done in groupsindependent of the class or as a whole class activity.

4. Let the students try to tell simple stories of their own or from their own experience.

Superlatives - E.g: the smallest, the quickest.

1. To introduce this focus, you could give the students a quiz, such as, ”What’s the smallestthing you can buy in a shop?” (see Worksheet 13). This is a great opportunity to mime.

Repeat the quiz twice, the first time getting the students to listen and the second time to writedown their ideas in their own language or in English. Then get the students to repeat thequestions to you, with you helping them and prompting them with key words assmallest-thing-buy-shop. Discuss and display the answers the students give to the questions.

2. Ask the students questions about the town or their business or interests, such as, ”Where canI buy the cheapest bread?” etc., and get students to ask each other and you questions.


WORKSHEET 12

HAVE YOU EVER .............?

1. Have you ever been to Britain?

2. Have you ever won a prize?

3. Have you ever danced the tango?

4. Have you ever fallen in love more than once?

5. Have you ever seen a ghost?

6. Have you ever written poetry?

7. Have you ever eaten strange food?

8. Have you ever been/got lost?

9. Have you ever made something with your hands?

10. Have you ever sleep-walked?

ANSWERS:YES, I HAVE NO, I HAVEN'T(I went ......... etc.) No, never(I saw ........... etc.)

______________________________________________________________________________

WORKSHEET 13

SUPERLATIVES QUIZ

1. What's the smallest thing you can buy in a supermarket?

2. What's the hardest material in the world?

3. Who is the most powerful man/woman in the world?

4. What's the oldest thing you own?

5. What's the strangest thing you have ever seen?

6. Where's the most beautiful place on earth?

7. What's the quickest way to travel?

8. Who do you admire the most?

9. What's the most dangerous animal in the world?

10. Where's the hottest/coldest place you now?


Comparatives - E.g: quicker than, bigger than

1. You can introduce this grammatical focus by eliciting comments from the students tocompare each other. For example, Igor is taller than Paul.

2. Give the students a “true or false” quiz, like the one in Worksheet 14. Afterwards oralternatively get the students to make their own comparative true or false quiz in smallgroups after giving them an example. To help the students with their own quizzes, elicit afew ideas from the class as a whole by brainstorming with famous names, countries, food etc.And then with adjectives with their appropriate er suffix or more prefix, eg., cheaper, moreexpensive.

_________________________________________________

WORKSHEET 14

COMPARATIVES QUIZ

(True or False)

1. Gold is more expensive than silver ........... (True or False?)

2. Planes are faster than cars

3. The United States of America is bigger than France

4. Etc.


COMMUNICATING IDEAS:PAST, PRESENT AND FUTURE!

Talking Business:

1. Get students to talk about their business or ideas of having their own business or ask thestudents about a typical day, e.g., “What time do you open?”, and/or by asking studentswhat they like and don’t like about business.

2. You could then ask students about the business in the past and later in the future. Whatambitions do they have? You could get students to advise each other ad lib.

3. Different kinds of employment could be compared in terms of responsibilities, hours,usefulness, etc.

4. This topic offers a good opportunity to introduce telephone language. You could construct ajumbled dialogue which you could get the students to unjumble. Key phrases which areadvisable to include are:

Hello. This is ............ speaking.This is....

Could I speak to .......... please? May .................... please?

Who’s calling please?How do you spell your name?

Speaking.This is ......... speaking.

He/she is not in at the moment. Can I take a message?Can I leave a message?

Group Talk

Picture Discussion:

Possible equipment: A picture photocopied or chosen from any book available in sufficient quantity; or A series of pictures from magazines.

1. The class explores ways of describing the pictures (top left-hand corner, middle, bottom,etc.). Try to select from their language resources the most accurate ways of describing whatthey can see.

2. An interesting follow-up is to give each group an assorted pack of small pictures which theydescribe and then link to an impromptu story. The group producing the best story wins.


All in the News:

Possible equipment: A newspaper article; or A recording of part of the news in English (the world service is particularly easy to follow)

1. Since everybody has some views of some aspects of the news, discussion of news stories is avery good way of improving confidence in speaking. For younger children the mostnewsworthy item might be a new toy or game which they could talk about in class. In eithercase, talking about burning issues is a good way to unwind linguistically - although youshould always try to be aware of students becoming offended or upset with each other. Insuch circumstances, be ready to calm the situation and change to a new activity and topic.

Dialogue Work:

1. Perhaps you could find some amusing or interesting pictures which the students can, first ofall, link with phrases you give them - and then use those to devise longer dialogues orplaylets.

2. Of course, if you have a flair for drama, you may prefer to create your own situations - oreven make the students enthusiastic enough to produce a play of their own.

Surveys:

1. You’ve already been given some preliminary practice in questionnaires. Why not choose atopic with the students for a survey - and in their class or year, the school, or among friends.

2. Perhaps you could choose a controversial issue of real interest - perhaps on smoking, alcoholor drugs. Design the questions with the class, plan the questionnaire, work out the targetgroups - and wait for the results!

Analysing them will provide excellent language practice for any class.


SOME TEACHING SUGGESTIONS

INTERMEDIATES

The following pages contain suggestions for classes for Intermediates. Again, youmay have alternative ideas for topics, but these may help spark some of yourindividual and innovative ideas!

The ideas in the Beginners Section can very constructively be adapted forintermediate students. You will need to scale up the difficulty levels, but the ideasand concepts will apply equally to both levels.

---oOo---


TALKING ABOUT OURSELVES -INTERMEDIATES

Topic 1: Meeting Up -My Home Town and YoursThis is your first day -an opportunity to introduce yourself and, even more important, tobegin to get to know your group. Take a little time to find out about each participant. Don'tbe afraid to take notes which you'll be able to build on later: the members of the group willbe pleased at your interest and care,Possible equipment: Anything you can show from Britain -maps coins, photos, will be ofenormous interest in class. A plan of the town you are staying in would be of use. A chance to find out what they can say. Let them introduce you to their town and its facilities- a real exchange which you may find of great value!

Topic 2: Homes and Families (see Worksheet 15) Possible equipment: A. A plan of your own home; B. A large family tree of your family If possible, a few information sheets from house agents. Check on the group's knowledge ofrooms in the house and types of housing (detached, semi-detached, terraced, maisonette, flat,etc.). House-agents' descriptions would give a clear idea. Introduce your plan of your home and let the group make labelled plans of their own. Point out the different bedrooms in your home and use this information to begin. Introduce the simpler relationships (mother, father, son, daughter, brother, sister, etc.), whichyou can point out on your family tree. If your-class is ready, introduce more complex relationships, e.g. In-laws. Let the group make their own family trees and describe them to each other and to you.

Topic 3: Shops and Shopping Possible equipment: Items of food and other goods bought locally, e.g. matches. Point out that the majority of customers shop for food and household goods in supermarketsin Britain. Discuss the advantages and disadvantages of supermarkets and old-style "comershops". This topic provides a chance to check on number-work in English (bills, ere.) or even toteach British currency. You could make a comparative price-list for essential goods to seewhich seem cheaper/more expensive in relation to each other. Also - a good opportunity for role-play. A shopkeeper and tiresome customer? A shoplifterand store detective? There are endless possibilities.

Topic 4: Transport How do your group get to work -by bicycle, car, train or on foot? A good opportunity for atransport survey . D Timetables provide the basis for useful work on times and dates. Do people communicate in queues and on trains in the country you are working in? Do theytalk about the weather? Get your group to act out typical conversation in these situations andyou should find some interesting answers!

Topic 5: Food and Drink Possible equipment: Your favourite English recipes (perhaps photocopied). The class can provide you with information on typical menus for breakfast, lunch, etc., intheir country -and you can reciprocate with Rice Krispies and fish 'n' chips. They could design a menu for a special occasion -or for a slimmer. It might be an idea to ask the class to bring in a sample of something they've cooked. It couldbe a tasty end to the week.


WORKSHEET 15


THE WORLD OF WORK

Topic 6: Job Hunting (See Worksheet 16) Possible equipment: Job vacancy page of your local newspaper. Check on vocabulary for different professions -a quiz (what do you call someone who........?). How well do you know the group and do they know each other? Give each of them a piece ofpaper to write the job they would like to do best and why. Mix up the papers, number themand read them out. The group members write down who they think has written each paper,and the person with the highest score (you have to join in!) is the most perceptive. Stick the different job advertisements (or make up your own cards) round the wall. Let thegroup circulate and then decide which jobs they would like to apply for, with reasons.

Topic 7: A Job Application Possible equipment: An application form photocopied for each member of the group to fillin. Alternatively, the headings can be put on the board. Let each member of the group fill in an application form for the same job, which you haveselected. Encourage them not to be too modest and to fill in each section, e.g. hobbies, indetail. Let the group divide into interviewers seated in comers of the room (2-4 together accordingto class numbers), and interviewees. Give each group time to work out the questions theywould like to ask/replies they would give (salary, conditions of work, etc.). Give each interview panel 5+ minutes with each interviewee, whose application form will bein their hands. When all candidates have been interviewed, each panel will decide on the bestcandidate; the most frequently selected candidate will be given the job.

Topic 8: In the Office Possible equipment: A: home-made cassette of typical telephone conversations betweencaller and receptionist/boss; B: a variety of telephone tasks. The normal conventions for answering a telephone and answering business letters sometimespose great problems for foreign learners of English. Remember how worrying these situations are -e.g. think how you'd cope in a foreignlanguage -and try to give the maximum assistance. If you can find an English friend to help,a home-made cassette might provide a valuable introduction. Let class members telephone each other for different purposes, detailed on role-play cards.Message-taking is an important skill. Send various messages to the class and see who canproduce the most accurate note. Compare answers on the board, giving reasons for yourpreferences. Teach the conventions of formal letter-writing (inside address; no abbreviations/directquestions/exclamations, formal ending, etc.). Write a formal letter on the board which ignores these conventions and ask the class toidentify the errors.


WORKSHEET 16


Topic 9: Money Matters Possible equipment:

A: current statistics on average earnings in Britain (available from any library); B: copies of the endless bills you've left -electricity, gas, telephone, council tax, etc., etc.

A good chance for your group to get a more realistic idea of life in the West -wages arehigher but so too are bills! D Give them as much information as possible on average earnings(or your own) and let them, in groups, try to budget for a month. A very worthwhile andrevealing exercise.

Topic 10: Technological Development You're unlikely not to have played video games for hours in your youth. Have your studentsmissed out on anything? A chance for them to find out about the myths of the West and foryou to verify or dispel them. Let them devise an interview for you, with you in the hot seat to answer their questions.Technology -is it making a difference here? Your turn to reciprocate with questions forgroups to thrash out. Has technology really begun to enter Eastern European life and whatdifference has it made? What is there to gain and what to lose?

LEISURE TIME

Topic 11: Sport Possible equipment: (A): newspaper/magazine pictures illustrating sports with localinternational sportsmen/women; (B): sports equipment - ask the class to bring their own. This is an opportunity to exchange ideas on sport -likes and dislikes, its value for health, etc. Tabulate all the kinds of sport your group know. Which do we 'do', 'play' or 'go'? Play ballgames, e.g. tennis, go + ing, e.g. sailing, and generally do for remainder, e.g. judo. Give each member of the group a picture of a different sport and let the others ask questionsto help them to guess which it is. Let 3/4 members with a keen interest in a particular sport go to different corners of the roomand try to recruit other students to 'their' sport. At the end a vote can be taken on the mostpopular sport/persuasive speaker.

Topic 12: Music 1 Possible equipment: (A): musical instruments as available - ask the class to bring in theirown; (B): a pop song with some words tippexed out and a tape/cassette of the same (unlessyou can play/sing it!) Introduce vocabulary for instruments, grouping them (string, woodwind, brass, etc.) andgetting members of the class to explain how they are played, how long they have learnt theinstruments and why they enjoy them. A survey might be of interest -you could work out with the class which questions could beincluded, e.g. Do you like pop/classical music/jazz? How many hours do you spend listeningto music a week? Do you ever go to concerts? How often? Play the song and let the class try to fill in the gaps. Allow them to compare notes in groupsbefore you play it a second time. As a project, different groups could produce material on the life and songs of different popstars/ groups or classical composers or orchestras they enjoy for the following Friday.

Topic 13: TV/Radio. Theatre and Cinema Possible equipment: Radio Times page or BBC World Service programme ortheatre/cinema programmes or advertisements, if possible photocopied for pairs to share.


Even a small amount of reading material can provide the basis for many useful questions:What time does a particular programme begin/end? How many hours a day can you seesports programmes on TV? Quiz: Let the class prepare questions to ask each other based on the material. Each pairprepares questions and the first person from the group to answer scores a point for his/herpair. This is a useful and enjoyable exercise in speed reading. Our group might be interested in a discussion/debate, e.g. “Cinemas are outdated now thatTV is so popular. Has the cinema any real advantage?” You may be surprised by theanswers!

Topic 14: Holidays Possible equipment: holiday brochures, with description of hotels and prices. Cut out some of the pictures and put them round the class, with a simplified text underneathand one or two words missing (A + B). Let each pair go round the pictures trying to identifythe missing words (don't forget to number the pictures). Divide the class equally into travel agents and customers, e.g. 8 of each. Let the customers inpairs decide what kind of holiday they would like and what questions they win ask; ;meanwhile the travel agents in pairs set up racks in comers of he room and decide how theywill "sell" their holidays. Each pair of travel agents has one destination and set of hotels, withcurrent prices. The customers circulate from table to table and finally choose their most idealholiday (guaranteed to provide an enjoyable lesson!).

Topic 15: Music 2 Here's the opportunity for the group to produce and talk about their own material. They couldmake booklets on their favourite pop stars or classical composers with pictures, descriptions,life histories, etc.; in short, any information they can amass would be of great interest. A 'Desert Island Discs' session might provide an enjoyable ending to the week, with differentcourse participants talking about their favourite music.

NATIONAL AND INTERNATIONAL AFFAIRS

Topic 16: The News Media Possible equipment: (A): a quality and/or tabloid newspaper from Britain; an audiorecording of the news from the World Service (it is very unlikely you win have videofacilities) (B): local newspapers brought in by course participants; (C): cartoons, photocopiedwhere possible. Teach the different parts of a newspaper (headline, column. article. caption. editorial. edition.international/local news section, sports section. cartoon. strip cartoon. etc.). Let the courseparticipants identify them in their own newspaper (it doesn't matter that it isn't in English). Play the day's news and let the group try to write down the main headings. Give out a selection of headlines and show how they are abbreviated like a telegram, e.g.Iran Earthquake Tragedy. Let the class try to find the original meanings in full. Let groups write their own headline for any current news story .They give the headline to thenext group, who must orally given an account of the story .The group with the mostinteresting and detailed account of their own story wins.

Other Suggestions: Put simple cartoons around the class, then ask for reactions and favourites. Cut pictures out, a set for each group and ask them to put them in order and retell the story.

Topic 17: The United Kingdom (or your own home country)


Possible equipment: photos, maps of any parts of the UK yon may have visited - EnglandWales. Scotland N. Ireland as wen as the country you are working in. This is your chance to exchange knowledge with your group - to provide them withinformation on Britain and to :receive information about different ~ or the countries that youmight have the opportunity to visit. It may provide a chance to talk about your understanding of the problems in N. Ireland - yourstudents will almost certainly be interested in your own views and the reasons for them. They may feel free to discuss problems in their own country, providing a real exchange ofideas. Don't forget the other British ethnic groups - people of Caribbean. Asian and otherbackgrounds. Maybe you have Reggae or Rap music you can play or you've been to carnivals(Notting Hill, etc.) or other festivals which can give a real picture of multiracial Britain.

Topic 18: The Environment Possible equipment: A. any information from the Rio or Johannesburg summits; Greenpeace. Friends of the Earth Other literature, addresses. Prepare a list of recycling projects currently untaken in your home area: bottle banks,aluminium can/plastic recycling points, Oxfam ~ Let your group draw up their own list andcompare them. {It might be sobering to compare the recycling programme in, say,Germany!) Draw up a questionnaire with the group to find out what individuals do - have abrain-storming session to find out what they think they could do. Teach vocabulary for major world concerns -acid rain, hole in the ozone layer, globalwarming, desertification, marine toxicity. disposal of nuclear waste. The topic is of such burning importance in Eastern Europe that you will almost certainlyencourage concerned members of your group to talk about local pollution problems and evenbring in photographs.Greenpeace set up in Moscow .How about creating a local group?

Topic 19: The North-South DividePossible equipment: A: information on or pictures of Live Aid, Band Aid, Geldof in Africa, famine in Ethiopia,Mother Teresa in Calcutta, etc.; B: UN statistics on infant mortality, life expectation, etc. It's easy to forget Eastern Europe is only deprived in relation to Europe. Here's your chanceto put the shortages and problems you may encounter into the broader context of worldpoverty -focusing on problems of drought, famine, floods, over-population in areas of Africa,Asia or South America. The statistics can provide interesting background information. Maybe you could work out a role-play activity in threes, giving each one a card: one is fromWestern Europe and one from Eastern Europe and one from the Third World. Do they haveany responsibilities towards each other? Do they have anything to teach each other? Beprepared for some lively reaction.

Topic 20: A Topic of Your Choice!Here's your chance to teach a topic close to your own heart, which will leave your group with avery personal impression of your own teaching. A pop song, a favourite hobby, your plans forthe future and theirs - the course has finished and it will be a day for celebration.


APPENDIX A : CLASS MANAGEMENT

INTRODUCTION – THE BROAD BASE!!

The skilful teacher has more to offer than just discipline – especially a teacher under the banner ofTravellers! Discipline definitely has its place – but be sure your understanding of the word. Don’t blamestudents or complain about the institution who is offering you this experience for life, because you areapathetic or indifferent towards your role. If you do, you will quickly get yourself a reputation for it.

1. Management of classes begins outside the classroom.

Your role: The Teacher, a Purveyor of Information

Keeping order and effective control is fundamental. Effective Teaching and learning cannot possibly takeplace without it. When we identify obstacles to teaching and learning, this issue is one of the firstidentified. Indeed Class Management has been titled here purposely, because ‘discipline’ is only one partof Management.

Your first step is to set out what you want to achieve for the students (we shall refer to ALL learners asstudents hereafter, whether children or adults). There should be no grey areas here. They must include:

Nurturing the nascent skills of students – teaching a new language is a wonderful challenge forteachers, especially so if you are involved at an early stage with a group and can see their progressdevelop to a standard of excellence.Setting and achievement learning targets (see sections on scheme of work and lesson plans)

Also, envisage the wide benefits of taking a short but essential period of time to organise yourself. Youcan:

Avoid or head-off certain problems as detailed above concerning boredom etc.Feel comfortable if you asked to take a class at very short notice. Gain respect quickly, and indeed commensurate to a short placement. In other words beingproductive from an early stage in the time you are there.Enjoy your teaching! …….(without feeling like our friend on page 2)Thoroughly enjoy your free time, a natural and in-built feature of a Travellers placement. Rememberwhat attracted you to the country in the first place!…….‘Sigira Fortress, Sri Lanka, or, Red Square,The Great Wall… the Islands of the Paraná River, Río de la Plata (River Plate) Argentina………..’

Back to teaching! Preparation now moves on to a footing equally as vital:

A) TRY TO ARM YOURSELF WITH PERTINENT KNOWLEDGE!

Not an easy thing to achieve in some placements, especially if you are to going to teach in more that oneschool. However, you must make a reasonable effort to know beforehand of any important issuesrelating to a particular student or students. For example what do you think would be the effect if youasked a student to read something as part of your lesson activity, and that child was dyslexic? You inyour caring and encouraging way would say “come on, give it a try, you can do it.” If you are not sopatient And you react by ‘rolling’ your eyes up to the ceiling, that would not be good.

When you arrive at your school, you will be seen by the Principal or delegate. In many cases you willthen meet a Teacher or ‘Mentor’ who will oversee the classes you’ll be teaching and in effect be theperson you liaise with regarding your teaching in that school. During that meeting, seize your opportunityto ask the Mentor about any issues you ought to be aware of concerning any students. Put the questionopenly, politely and sincerely, and be firm in your reassurance of confidentiality in this regard. TheMentor will be impressed by your professional approach, and pertinent information should follow. Note itcarefully, accurately and KEEP IT CONFIDENTIAL. Do not discuss information about a student withanyone. Do not even discuss those details about a student with another volunteer teacher, unless it isprofessionally necessary. When you socialise together, please exchange your teaching experiences, buta loose word or two can get you into hot water. It is all about your approach to your role.

Next - Is there a formal policy on bullying? Or student/staff discipline code - ask for it!!!!

……… in anticipation of your next question, please read on…………….


If you are not so fortunate to be able to speak to a member of staff on that basis and organisation is notquite what you expected, then immediately think about your teaching strategy: ie. If you are in asituation in that you must teach a class before you have had a chance to do your ‘enquiries’, positively AVOID ‘singling’ out any student in any way. Leave any questions open to the group,INVITE volunteers if it is part of your activity.

Adapt and apply the appropriate solution to your planning – it is not difficult! If you are in this situation,then give yourself a reminder by inserting a small note or symbol in your lesson plan. This is goodpractice because once you get into the momentum of a class, and all is going along well, you may just fora moment, forget.

Maybe you would like to place a cross in red pen X next to each part of your lesson plan which includesquestioning. (Never go into a lesson without a plan). You will have avoided a potentially upsettingincident and you have set out your teaching/learning strategies to their best effect in the circumstances.

This may be the approach you have to take for a large part, if not all, of your placement. You must acceptthat you are going to a different country and your perception of the organisation may not be up to thelevel you expect. All you need to say to yourself is “well, I am in [country] after all, but I am a goodteacher”. Don’t moan about “lack” of organisation. Focus on your own preparation. Enjoy the experience!!

Yes, you will be expected to produce some results, so enjoy it, and having that ‘backbone’ of personalorganisation will put you in good stead for everything you are involved in, especially ClassroomManagement. A small concerted effort to obtain important information will help both you and yourstudents.

Inside the classroom

Now we are where it matters most!

Pep talks - Can be dangerous! Indeed can be doubly dangerous by virtue of the languagebarrier. If you want to introduce yourself and lay open what essentials you expect from students;punctuality, good manners etc. then that is fine, but avoid giving high-handed pep talks and ‘laying downthe law’. You can earn respect far more easily if you convey your intentions in the right way.

SOME US WERE AT SCHOOL WHEN THE TEACHER WOULD COME INTO THE CLASSROOM ANDUSE THE DISCIPLINARY ‘BATTERING RAM’ APPROACH: I.E. WARNINGS, THREATS, ETC.

DO NOT ‘BLUDGEON’ YOUR WAY THROUGH YOUR JOB BECAUSE YOU LACK PEOPLE SKILLSAND/OR ORGANISATIONAL SKILLS – OR WORSE, YOU’D RATHER OPPRESS THAN TEACH.

Even if you were not exactly the most motivated student in the world, you could not help but have anunderlying resentment at this strangulation effect on your learning. And undoubtedly, it made many evenless receptive to learning, because of a manifestly unskilful Management approach.

You don’t tolerate bad manners, you don’t tolerate open insolence, and you don’t tolerate attitudes thatdisrupt your class. Use skilled assertion. If you raise your voice for any reason then ensure it is relevantto the challenge/issue in hand; that it is an absolute an unavoidable necessity. Then you can reassure theother students and effectively control your class. Again, it is the approach that matters.

Classroom Management…how do YOU come across??


Dealing with Disruption!

The vast majority of Volunteers on teaching placements over the years have been responsible intelligentpeople, who have gone out to the country and made a determined effort to teach well, and learned agreat deal along the way. The teacher, either paid, or unpaid who has never made a mistake has neverbeen born – and never will be. BUT we do not want and indeed we will not tolerate bullies. Suchbehaviour will be tantamount to a breach of your Terms and Conditions (and a serious breach at that) andTravellers take a very serious view of behaviour that causes offence to the host institutions, andappropriate action will be taken.

Disruption may seem a strong word, but disruption can take a variety of forms. Not all disruption ismaliciously motivated ie.

Do you remember having a crush at school??

Distraction can be mildly disruptive – so how do you deal with it??

Some issues in the class arise sometimes from sheer exuberance from students, andoften a keenness to impress you (and other students).

Therefore we thought it best to measure the types of incidents you can expect to deal within the following format:

ISSUE: A student wants to ‘hog’ the class by answering all the questions. Tends to shut out otherstudents.ACTION: A simple gesture; just a slightly raised palm of your hand. Ensure this is subtle, and raise yourother hand to the rest of the class, to encourage an answer from another source. Use a friendly Openphrase to encourage this, such as “whatever you say will not be wrong” Move tactically away from thestudent concerned, but don’t turn your back on him.

Once you have encouraged response from another student, develop it. Invite more responses fromothers, with a ‘sweep’ of your eyes across a few faces. Don’t point!

Let the class see that you are there for all concerned. Use a good open stance, and don’t be afraid tomove around the room freely, but strategically. YOU are in control, and you have an obligation to reachall learners. Don’t be led

ISSUE: Two or three ‘chatterboxes’ in the corner.ACTION: Deal with it immediately. You cannot let this spread, and it will if you don’t act. It could even getto the point where those who want to work will ‘switch off’. You don’t want keen students to resent the factthat you are not controlling those who distract them. Don’t abdicate your responsibility.

First: wait. Say nothing. Look directly at the one who is doing the most talking. Normally, anuncomfortable silence (for them) will be sufficient to make the point. Don’t make any sarcastic or othercomments such as ‘ How would you like to take the class?’

Second: If it continues, precisely involve them in the last question ie. How they could develop the lastpoint.

Third: If it continues or recurs, go over to the ones concerned and stand beside them. As you go overtowards them, the volume of chattering will decrease. Stand there and remain there until you aresatisfied the issue has been resolved to the good of the class.

It can be a dangerous thing where a language a barrier exists, to say anything. If you want to whisper forinstance “enough, Thank You”: ensure you know the exact meaning in the other language. Never Neveruse words of which you are not totally sure of their meaning.

Remember, often a brief impassive stare will work far better than verbal reprimands.

If you go into a group activity, you will get round the class, giving help and encouragement (not doingtheir thinking for them) start with the group who gives you concern. You may wish to take this opportunityto reinforce what is expected of them. For instance use a few seconds to ask what makes a successful


class; ie. good manners and paying attention. Set them a modest challenge and ask to show the resthow it is done.

In the countries concerned, there is always a novelty with a new teacher, and more often than not, it issheer exuberance from some students which is disruptive. After a short time, you will find the measure ofthe students and the effective ways you can ‘enlist’ the assistance if the more outspoken students to helpothers. It is all part of the strategy.

You are not there to make headstrong challenges, but rather set them learning targets.

ISSUE: If we get to nearly the end of the line and you have a student who is being openly disruptive.ACTION: This is the point which turns to diplomacy measures or sanctions. They must be an option ineffective Classroom Management. You can separate the student from the others – but don’t involve asensible student. Don’t move a sensible student into the place of the student you have moved.

Importantly, also this is one case where you really must speak to the student after class. Ensure youhave a member of the host staff present when you do so.

If you do nothing, this could go on into the next lesson and the next……..do what is professionallyappropriate. You make your point in a non-hostile way, but get to the point and leave no doubts aboutthat this behaviour has to stop. Do indeed tell the student that expulsion from the class is an option. Youdon’t want to take that action but if it must happen then it will , for the sake of other students.

This may well bring out issues playing on the mind of the student, which may be the root cause of thestudent being distracted. Treat any such information sensitively and objectively. Overall, assure thestudent that you cannot possibly help that student to learn if he/she behaves in the way giving rise to theconcern. Welfare issues are an obstacle to learning, so do what you can to help, but don’t overstep yourbounds, or get ‘bogged down’. Effective classroom management will help maximise your contribution in arelatively short teaching placement. In any case you cannot have open disruption in your class.

The moral of that issue is, respond professionally to the challenge. Don’t invent issues which create anoverreaction on your part.

ISSUE: Patience, latitude, tolerance – Understanding. You have tried all the reasoning and still thisstudent wants to disrupt your class.

An Absolute Golden Rule………..!!

Never ever PHYSICALLY exclude a student from your class.

ACTION: If you finally decide to exclude a student from the class, ensure you go to a member of the hoststaff and explain what you intend to do. Insist that a member of the host staff is with you. Never Neverexclude a student by yourself – that way there is no doubt concerning the justification of your actions.The teacher can assist with the language, and be totally aware of what has happened. Always keep anote of previous warnings (a very brief and accurate lesson evaluation helps). Your actions are fullyjustified. Always inform us at Travellers if you do take such action. It is a LAST resort, but if youmust, then so be it!

…………and finally………………..In the vast majority of our programmes, students are well behaved and respectful.

The main message is try to be objective, namely, don’t see Classroom Management as a ‘black andwhite’ issue of discipline or nothing. Moreover, never label anyone as ‘unteachable’ for ANY reason. Tosimply label someone with that term is despicable. Leave that word for the ignoramuses who have no


teaching skills, or who see students as people who are there to serve them. Their learning is your job.THINK PROFESSIONALLY.

If you must take some disciplinary measure, no matter how small or fleeting, then justify it fully. If youneed guidance, then ask for it.

And so………..

The last section was designed to prepare you for the worst-case scenario, and in fact it is unlikely tohappen. But a few minutes of reading here may help you.

It is not suggested that the guidance in this section is totally exhaustive, but rather a professionalframework. And effort has been made to enable you to perceive the manifold links betweentheory and practice.

Good Teaching is a skill. It is a tremendous experience for character building and yourcommunication skills will sharpen ten-fold.

Good Teaching on your placement will win you friends for life, and with that proposition, how you dealwith challenges will instil that respect. If you apply some good sound strategy, let yourpersonality and character do the rest. Be yourself!


APPENDIX B : TEACHING STRATEGIES WHICH MIGHT BE USED WITH THEMIXED AGE CLASSES IN SRI LANKA (OR ANY RURAL SCHOOL)

Group WorkTen minutes was usually about the right amount of time for a group of about 6 with each scout.Sometimes all the groups would do exactly the same things but other times half the group coulduse one set of words ( eg CAP TROUSERS SKIRT SHOES SOCKS etc) whilst the otherhalf of the groups could follow up alternative words (eg SARONG SHIRT SHORTS HAT TRAINERS etc). This would require fewer resources and the group leaders would do theiractivities with two different groups.

Group 3 for 10 minutesGroup 4 for 10 minutesGroup 1 for 10 minutesGroup 2 for 10 minutesGroup 4 for 10 minutesGroup 3 for 10 minutesGroup 2 for 10 minutesGroup 1 for 10 minutes

Scout DSarongShirtShortsHatTrainers

Scout CCapTrousersSkirtShoessocks

Scout BSarongShirtShortsHatTrainers

Scout ACapTrousersSkirtShoessocks

GamesHide and seekTeachers would hide sets of 10 pictures or words in the outside area. Pupils should be in twoteams and go and find the set of words for their group. Eg one group to find all the wordsrelated to items of clothing and the other group (at the same time) to find all the words related tothe names of animals. First group to find all ten of their set will be the winners. Teachers thenre-hide the cards and groups then swap and find the other set of cards.

Colour CardsTeachers place about 6 different colour cards on trees around the site. First time the cards wouldbe the actual colours (eg red, blue, black, yellow, white, pink). Teacher instructs group to ‘Runto Red’. Pupils must all run to appropriate tree. The game could be played again using thenames of the colours rather than the actual colours. In this way the children learn the vocabularyby following instructions.The same games can be played using any vocabulary covered during a session.Cards should be written out in ‘Lower case’ not capitals. This is more helpful for the children toremember what the words look like as well as sound like

BingoWe found there were many ways of using games of bingo to practise listening skills and toreinforce vocabulary at the end of a week.Cards could be prepared beforehand, all different butusing words selected from the week’s topic:

sockssarong shoestrainerscapcoatjeanstrousershat

shoessarongshortssockstrainerscoathatcapjeans

Teacher or pupil read out words randomly. First pupil to cover a line, calls out and wins theround. Repeat.


An alternative way is to give pupils blank grid (ideally laminated) which they fill in using theirown choice of words from the given list. This makes an excellent reusable resource. Collectthem in at the end so you can be sure there are enough around when you decide to play the gameagain. We played this using the following vocabulary: Days of the week, times, clothing, colours, food and drink, illnesses etc.

Picture Dominoes / Picture matchingSets of picture dominoes are a great resource but need to be taken from UK as they are notreadily available in Sri Lanka. Unless you are really good at drawing it is very time consumingand tedious to produce your own cards. They can be used with individuals or small groups andare particularly useful for learning numbers and basic nouns such as animals, weather andeveryday items such as clothing. The game might be to match picture with picture, saying thename of the item aloud, or alternatively they might be word with picture or word with word.Choice of activity will depend upon the standard of English of the players, and also the aspect ofspoken language (0r social interaction) that you might want to practise or develop.

What’s in the bag?As a follow up to an introductory activity on certain words (probably nouns) the teacher hassample objects in a small bag. It should not be possible to see what is in the bag. The teachertells the group the names of all the items at the beginning of the game. There is also somerehearsal about the vocabulary you are trying to develop. Then the teacher (or a pupil) takes oneitem from the bag (without the group seeing it), and asks the group to guess what the item is.Levels of pupil question may vary egTeacher: What colour is the item in my hand?Pupil: Is it a car? Is it a red car?

For more able pupils higher levels of question might beWhat shape is the item?What is it made of?What is it used for?

Depending upon the objective of the activity it could be either the teacher or the pupils posingthe questions.Items such as toy cars, model people, pens, pencils etc became extremely useful artifacts for useplaying such games

Simon SaysThis is the children’s game in which one person stands facing the rest of the group. This persongives instructions that the group must follow. If the instructor says…”Simon says…. hands onhead”, the group must follow the instruction. The last one to comply is ‘out’ of the game. If theinstructor simply says “. hands on head…’ (Without the Simon says part), anyone who followsthe instruction is ‘out’.

This is an excellent listening game and is very easy to manage. Children who are ‘out’ becomewatchers to help the teacher see which pupils follow instruction last or ‘wrongly’. Instructionshave also been linked to the theme of the week eg,Hands on HEAD, TOES, KNEES, SHOULDERS, WAIST when learning the names of parts ofthe bodyTURN LEFT, TURN RIGHT, TURN ROUND, JUMP FORWARD, JUMP BACKWARDS,JUMP SIDEWAYS when learning directions


QuizzesSpecially designed quizzes, usually teams working together rather than individuals, were anexcellent way to remind and reinforce vocabulary learnt during a session or series of sessions. We found that these were fun rather than competitive and pupils were expected to fullyparticipate without expecting any prizes for winning. The key aim was for fun and co-operation,not competition and humiliation losing.

‘Pelmanism’This is based on a card game in which the selected set of cards are all placed ‘face down’ on atable. Pupils then take turns to find matching pairs and ‘win’ the pair if they manage to find twocards the same. Care should be taken by players to be observant when other pupils have theirturn. This helps pupils to improve their memory skills.The game works best with a group of 3-4. Also, having a ‘teacher’ to see fair play is almostessential. The teacher might be a responsible pupil or adult helper. The type of cards includepicture cards, number cards or vocabulary cards. Matching might be picture to picture or pictureto word, depending upon the skill you are trying to practise.Interviews/ role play / simulationThis can be an excellent way of introducing new vocabulary. Depending upon the topic beingstudied, the teachers can demonstrate an ‘interview’ and then small groups of pupils can practisethemselves. It is helpful in the early stages to give pupil the key vocabulary written down. Afterthere have been several practise the pupils can do the interview without the vocabulary cards.

The topics which lend themselves to this teaching strategy might be:Going to the DoctorsBuying at a shopAsking and giving directions in the streetMaking a phone call (many of the pupil had no experience of this, but for older pupils it wasa useful exercise)

WORKSHEETSThese are sometimes useful but their production can be very time consuming, and also, it isalmost impossible to get them photocopied. More useful are reusable ‘instruction sheets’ whichgive groups of pupils written instructions or vocabulary and support them in a follow upactivity. An example might be:Talk to your group using the phrase:………” How many…….can you see…..” (eg girls, boys, books)“ My favorite……….is…………..” (eg Food, colour, place, drink sport,)

SENTENCE WORKSimilar to the worksheets with sentences written out with some words missing. Depending uponthe language / ability level of the group the ‘gap words’ may be on the sheet or not, e.g.On my way to school I passed………… ( one aeroplane, a paddy field, an elephant, 2 boats)This morning before I went to school I (helped in the paddy field, had some food, )For more able pupils…..On my way to school I passed…………….. This morning before I went to school I ………….MATCHING PICTURES AND WORDSDominoes, bingo, snap and pelmanism can all be used for word matching games


RECORDINGUsing a small, battery operated cassette recorder, the pupils were able to record some interviewsor questions and answers. This is quite helpful to develop pupil confidence and also, sometimesto help them to improve their vocabulary or pronunciation.

DISCUSSIONSDiscussion groups need to be small. Level of spoken language usually means that the groupsneed to be led by an adult. Only with more able and older pupils is it possible to have a properdiscussion and airing of individual views. Generally a discussion would be more like a Questionand Answer session.

QUESTION AND ANSWERMost pupils are unfamiliar with this as a teaching/learning method. At first they tend to repeateverything the teacher says, parrot fashion. They did not expect to make meaning of thequestion and provide an answer. Also, because of limited life experiences some of the topicssuggested in teaching books are outside of the first hand experience of these pupils. \also, Mostfamilies do not have books, radios or TVs so the pupils do not have ‘second hand’ experiences todraw on in subjects like news, pop music, hobbies, sport etc

However, carefully chosen subjects can lead to some interesting sessions with the pupils (moreso the boys than the girls) willing to answer questions. For this latter reason some of the groupwork was more effective if the selected groups were single rather than mixed genders.

PRACTICAL ACTIVITIESFor some of the same reason as in the above section, practical activities were limited by shortageof resources and limited life experiences f the pupils. However with imagination and somepersonal creativity, gathering artifacts and using items taken with you, can lead to some teachingactivities that the children really enjoyed. We tackled such topics as:

Buying things at the local shopGoing to the DoctorsGoing to the hospitalGetting biked mendedAsking directionsGiving directions

TRAILSThese can be set up both indoors and outdoors. Issues of health and safety are not stipulated butone should take reasonable care to insure that you monitor numbers involved and theenvironment in which you work. Trails are usually written instructions or clues to helpindividuals, pairs or groups to solve problem, find a location or find ’treasure’. Particularlyuseful for teaching words of instruction.

CAROUSELThis is a useful teaching strategy, especially as a revision exercise at the end of a week or seriesof sessions. It is also useful if you have a limited range of resources. It does however need youto have several helpers as, ideally, each group has its own adult leader.

The tables are set up around the room and each table has resources or activities for its own topic.After about ten minutes the group of pupils move around to another activity and the teacher staysat his/her table and repeats the activity he/she has just done with the new group. It soundscomplicated and takes a while to set up and to explain the procedure to the helpers and the


pupils. It is however well worth the effort because pupils are active and involved for a largeramount of the lesson time than in other ways of working. It is also a good way of assessing howmuch the pupils have remembered from previous lessons. One of the most difficult aspects ofthis way of teaching is that you need all groups to be free to move on at the same time. Thiscould be frustrating if some groups are expected to move before their activity is finished. A keyrole of the teacher would be to monitor the time and make sure groups ARE ready to finish at thesame time. An example of a carousel of activities might be:

A useful strategy, using songs, rhymes to act as aide-memoire for words, lists

Table 4Group play game of Bingo related to items of clothing

Songs / Rhymes / Jingles / Poems

Table 1: Group plays game of dominoes to reinforce vocabulary related to numbersTable 2: Group role play a visit to the DoctorsTable 3: Group have map of Sri Lanka and set of place names and work together to put label incorrect place on the map. Named places on the map could be covered with masking tapebeforehand

A list of useful and adaptable Resources to take with you if at all possiblePosters / post cards / pictures related to likely teaching topics eg Pictures of clothing ,pictures of food and drinkFlashcards of specific vocabulary eg items of clothes, days of the week etcPhotos of home / family etcCoins (pretend) / tiddlywinksMedical itemsToy cars, toy peoplePens/ pencils/ Felt tip pensBlank card, A4 for making teaching resources, word cards etcMap of Sri Lanka /England /WorldPicture cards from children’s gamesDominoes – pictures, numbers, shapes etc. Playing cardsCharts – days of week, calendarClocks made from card with split pins for rotating handsSelotape / White sticky labels / masking tape / GlueSets of coloured bands for wearing for team gamesInflatable ballBalloonsSmall lightweight batsStringSafety pinsWhistleBlutackBlindfoldsSmall polythene bags for storing resources and games materials


LESSON ON TOPIC OF DIRECTIONSPurpose of the lesson

Key Vocabulary and questions

WalkBackwardsFull turnForwards

Half turnTurn AroundQuarter turnTurn leftJumpTurn rightStepRightTurn AroundLeft

Resources / materialsLabels/flashcards of the key vocabularySets of instruction cards for pupils to use in group work

Plan of the LessonIntroductory Activity for whole class:Whole group copies teacher to learn vocabulary. Then students follow instructions withoutcopying the teacher eg: Walk forward, turn around. Stand Still. Jump forward 1. Turn

Group WorkPupils work in pairs using instruction cards to practise instructions learnt in IntroductoryActivity

Concluding ActivityPlay ‘Simon Says’ as a ‘competition’Another activity could be to blindfold a volunteer who works with a partner to negotiate a‘course’ set up along the room eg The ‘instructor ‘ says - Walk forward 5 steps. Stop. Turn right , a quarter turn. Walk forward 3 steps. Stop. Pick upbook from the floor.

Lesson on Topic of OPPOSITESPurpose of the lessonTo learn the vocabulary related to words which are ‘Opposites’

Key Vocabulary and questionsHigh and Low Up and Down Own choice of opposites.Fast and Slow Hot and coldNear and Far Happy and sadPlus any other appropriate opposites you can teach within a context

Resources / materialsLabels/flashcards of the key vocabularySet of small toy cars – to illustrate fast and slowBook or piece of card to act as a ‘ramp’ for the cars – to illustrate fast and slowMap of Sri Lanka (or your own country) – to illustrate ‘near and far’Picture of two cups of drink (one hot and one cold)


Plan of the Lesson

Introductory Activity for whole class:Using resources and picture cards to illustrate the concept of words which can be ‘opposite’ inmeaning. Need to introduce the phrase ‘…….is the opposite of…...’Practical activity: start with the concept of hot and cold. Show pictures to illustrate a ‘cold’drink and a ‘hot drink’ Demonstrate ‘high’ and ‘low’ through pointing to objects, and ‘fast ‘and ‘slow’ using the speed of toy cars. Reinforce vocabulary through Question and Answer.Give every child a card with one of the key words on. Hold up a key word eg ‘High’ and thepupils with the opposite (low) must stand up and hold up their card

Group WorkSimilar activity to Introductory whole class activity. Leaders have sample resources and wordcards to reinforce vocabularyConcluding Activity Leaders hide cards outside. Only one half of each pair should be hidden (eg High, Happy,Fast) Give each small group a set of cards with only one of each ‘opposite ‘ on them. Each gooutside and find an ‘opposite’ label for their six cards. First team to have collected all six isthe winner.

LESSON ON TOPIC OF COUNTINGPurpose of the lessonTo learn the vocabulary related to counting..To ensure that the pupils understand the concept of numbers and can use them in context,not just repeat them by rote. They learn to count in school but seemed to have difficultyis using the numbers in practical work.

Key Vocabulary and questionsNumbers 1-2050, 100, 1000

Resources / materialsNumber cards ( not written as words but as numbers) for all the numbers to be learnt.Duplicate sets for small groups to use.Phrase …’ more than and less than’Bingo cards (3 x 3 grid) containing random numbers between 1 and 20

Plan of the LessonIntroductory Activity for whole class:Group stands in circle around teacher. Teacher throws ball to one child. Ball is passed aroundthe circle with pupils saying the numbers aloud up to 20.Progression: teacher says a number, the pupil to whom she throws the ball says the number oneless than the original.Teacher holds up cards and pupils say the number aloud. Demonstrates that number 8 is 1 lessthan number 9. Gives similar examples for other numbers to insure the pupils understand theconcept of less than and more than.

Group WorkIn pairs the pupils have a set of number cards. Group leader calls out a number and the pair ofpupils select the number ‘less than’ or ‘more than’


Concluding ActivityIndividual bingo cards (or one per pair for less able pupils) containing random selection of 9numbers in a 3 x 3 grid. Small pieces of card to cover numbers with. Teacher reads out randomnumbers. First pupil (pair) to cover all their numbers is the winner. If there is an able pupil inthe group she/he can be the caller instead of the teacher.

Lesson on Topic of NAMING OF DIFFERENT PARTS OF THE BODYPurpose of the lessonTo learn the names of different parts of the body.To learn the words for ‘Left’ and ‘Right’ in relation to different sides of the body

FingersToesEyesEarsMouthNoseStomach

Key Vocabulary and questionsHead Left and RightHandHairLeg FootArmFace

Resources / materialsLabels/flashcards of the key vocabulary (head, hand, foot, neck, leg, knees)2 large pictures of outline of person. BlutakA4 Picture of person to be used to place label cards on (one set for each small group)

Plan of the LessonIntroductory Activity for whole class:Teacher points to parts of body, says the label and pupils ‘copy’. Demonstrate parts of body onpicture. Use labels and large picture to get pupils to put label in the correct placePlay ‘Simon Says’ with whole group using instructions related to new vocabulary egHands on Head / Hands on Feet / Hands on knees /Right hand up

Group WorkEach group has picture of body and set of labels. Leader uses resources and Question andAnswer to check group’s understanding and pronunciation of new words.

Concluding ActivityUse the large picture of the body and labels of the parts. Select individual to place all the labelsonto the picture. With 2 pictures and sets of labels this can be done as a timed competitionbetween 2 groups – possibly boys versus girls.

Lesson on Topic of A VISIT TO THE DOCTORSPurpose of the lessonTo learn the Key vocabulary and phrases related to a visit to the DoctorsTo be able to take part in a role play situation to demonstrate new words in use.To become confident in using a ‘Question and Answer’ format for learningNote: This lesson is better taught after the pupils have learnt the names of the parts of the body

Key Vocabulary and questionsHello, How are you?I don’t feel well.


What is the matter?I don’t feel wellI have a pain in my (ear / eye / stomach / tooth /foot)Here is some medicine/ You must go to the hospital

Resources / materialsLabels/flashcards of the key vocabulary and phrases. These need to be placed on a board in the orderof the dialogue for the role play.Cards with the dialogue written out for each small groupPretend bottles of medicine or tablets

Plan of the LessonIntroductory Activity for whole class:Two teachers / leaders demonstrate role play of a visit to the Doctors.Teacher goes through the vocabulary showing meaning and demonstrating the words in writtenform on boards.Select one or two pupils who then rehearse the same role-play with the teacher.

Group WorkEach group has the ‘dialogue ‘ written on sheet of cardEach group sets up a table and chair for the role-playEach group has examples of medicine and tablets (not real)All pupils in small groups have opportunity to take part in the role-play, ideally taking the partof the patient and then the doctor. Use the written card to help remind them of the vocabulary

Concluding ActivityTeacher uses Question and Answer to ask each child an answer to the question ‘What is thematter’

Other topics which can be taught in the above style are; 1)CLOTHING. Collect actual, appropriate garments , for both male and female.Start by identifying garments being worn in the group, and name these. Let the students then work in 2’s naming each other’s garments.Reinforce by holding up items to whole group and naming.Work in small groups with each with a range of clothes, and move groups round after a fixedtime.Finish with a group activity such as a 2 team dressing race.

2) FOOD AND DRINKUse flash cards or photographs of APPROPRIATE foods, eg rice, fruits, vegetables , fishchicken , cake, sweets.Hold card up and name the food or drink The whole group repeat the word. Show the writtenword as wellGive individual cards to each pupil and ask them to repeat the word, and try to match up to thewritten word.Working with a partner, repeating both words, and matching up..Small group work, with the cards distributed between the groups , and students moving on aftera fixed time.Group activity to finish, divide the cards into 2 sets, and have a matching ‘race between 2teams.N.B. Encourage question and answer in small phrase or sentence form-‘what is this?’.. ‘It is…


Word Pro - Teaching-Suggestions-2004 · This Teaching Guide gives suggestions and ideas for English...

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Transcript of Word Pro - Teaching-Suggestions-2004 · This Teaching Guide gives suggestions and ideas for English...