activities for english classes

8/7/2019 activities for english classes

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ActivitiesActivitiesActivitiesActivitiesFor secondary studentsFor secondary students


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I n common Materials: The attendance list Time: 20 min. Dynamic: Whole class Procedure:1. Give each student a copy of

the handout.2. I nstruct students to circulate

and find one thing they have in

common with each otherstudent. They must find adifferent thing for eachstudent.

3. When to students havediscovered something incommon, each writes it down onthe line next to the name ofthe student he/she is talkingto.

4. When they have finished, theysit down. Ask which verb tensethey use most often and why(simple present/ facts), thenask individual students atrandom what they have incommon with someone of theirlist.

Name I n common

1.

2.


3/20

Are you the one?Materials: worksheetDynamic: whole classTime: 20 min.Procedure:

1. Distribute a copy of theworksheet to each student.

2. Tell students to circulate, askingthe questions on the worksheet.

3. When the questioning studentgets a yes answer, he/she fills inthe answers name.If the answeris no, he/she must coontinue untilshe/he find someone who answersyes

4. When they have finished, theysit down and then go over asmany of the questions/answer astime allows.

Find a classmate who

Has more brothers than sisters

Has a petI s not from a large cityI s older than youI s wearing blue socks

Walks to school

Likes to dance

Likes vegetables

I s afraid of spiders


4/20

S hort answers Material: strips with

answers Dynamic: small/pairs groups Time: 20 min. Procedure:1. Divide the class into pairs or

groups of three or four.2. Give each group several

strips with short answers onthem. Have the studentswork together to writequestions for the answer.

3. The members of each groupcan take reading theirquestions and answers aloud,the rest of the class judgesthe questions areappropriate for theiranswers.

Yes, I amI usually go to the movies twice a month

No, I dont

Yes, she is

No, he isnt

Yes, he does

Yes, it isI n CampecheI am 15 years oldS he is a secretary


5/20

Human BingoMaterials: worksheet

Dynamic: whole classTime 15 min.Procedure:

1. Go over questions formation ifnecessary. If this is used as areview, the Ss should be able toform questions from the prompts.Give a copy of the hand out toeach S.

2. Tell them to circulate, askingtheir classmate questions asindicated by the prompts on thebingo card. If a S answers YES,they write the Ss name afterthe prompt. If the S gets a NOanswer, they continue asking untilthey find someone who answerYES.

3. As in Bing there are severalforms to win: the fist studentswho gets five names in a row,fills in the four corners, makes across and complete the boardwins

4. Check it, using questions such as:whose favorite color is green?Who gets up at 7:00?

Gets upat 6:00

Likeschocolate

I s froma smalltown

Has acrush

Has adog

Lives inan

apartment

Likesgo

dancing

Favourite color

is green

Favourite class

is math

Hasmore

bros.Thansis

Drinkscoffee

Eathealthfood

free Likes toswim

Goes tokarateclass

forgetstobrushteeth

Takes ashowerin themorning

I swearingblackshoes

Likes tousecomputer

Dirnksmilk atbreakfast

Eatslunch atthree

Takesthe bustoschool

Has apet

Likesonions

sings


6/20

Twenty questions Material: none Dynamic: whole class Time. 10 min. Procedure:1. Chose a category, sucha as famous person, occupations, food or animals.Chose one S to answer questions from the rest os the class. S how the S

a piece of paper with a word telling what he or she is. This S sits infornt of the class and may answer only YE S or NO to any question.

2. The class may ask a total of 20yes/ no qustions to discover the identityof the S in front of the class.

3. Variations. T may be the misterious person, or T tapes a small picture

on the back of each student andS

s circulate and ask each other yes/noquestions to discover who or what they are. The responding S s look atthe picture before answering. The number of questions may vary.


7/20

Memory round Material: cards with a frequency adverb written on each ( or any otherwords)

Dynamic: whole class or teams Time: 20 min. Procedure:1. Prepare one crad for each S . the words should be large and in dark ink

so that all the S s will be able to read them.2. The S s form a circle, either sitting or standing. Ask who has the best

memory. S tart with the person next to the volunteer so that he or shewill be the last. ( or if you know the weaker/quieter student is, start

with him/her)3. Each S makes a sentence using her/ his frequency adverb ( ornoun,pronoun,verb,adverb,etc), but no writing is allowed at any time.

4. Holding the card with the frequency adverb toward the circle, the firstS says his sentence. The second S says her/his sentence aand repeatsthe first students one and so on around the circle until the last student,who says his/her sentence and repeats the sentences from everyone inthe group.


8/20

Ball toss Material: any soft ball or a fate fruit. Dynamic: Whole class Time: 10 min. Procedure:1. Arrange S s in a circle, either standing or at their desks.2. Ask make a sentence with a word (adverb, verb, pronoun, noun,

adjective..etc) and toss the ball to a S3. The S who catches the ball must answer, using the word in a sentence.

The same student then ask a sentence with a different word.4. Variations: T may use verbs in infinitive and the S s must say them in

past or past participle form. Also the T may ask questions about a topic(something they have read) or general knowledge.


9/20

Picture search Materials: magazines or catalogs, scissors Dynamic: small groups. Time: 15 min. Procedure:1. Divide the class into groups of 4 or 5. Give each group sveral catalogs or

magazines.2. Have each group make 10 sentence using a form of To Be or To Have.

They must find a picture that describes the sentence.3. Have the gropus read their sentences aloud while showing the class the

picture.

4. To make it a competition, the first group that shows you 10 correctsentences wins.


10/20

Picture sentences Materials: pictures with a lot of activity going on Dynamic: small groups Time. 25 min. Procedure:1. Divide the class into groups of 4 or 5. Give each group the same pictureor put it on and overhead.2. I nstruct the groups to describe the picture in as many sentences as

possible in the time allowed, using the present progressive or pastprogressive, the sentences must be grammatically correct andaccurately depict what is happening in the picture.

3. Each group reads its sentences or write them on the board, the group

with ythe most correct sentences wins.4. Variation: give each group a diffrent picture, folow the step 2, after 15seconds say PA SS nad have the groups pass their pictures to the nextgroup. Continue until all groups have written sentences for all pictures.S core the correct answers as in step 3.


11/20

Detective Materials: Worksheet Dynamic: pairs Time: 30 min. Procedure:1. Divide the S s into pairs. Have them

read the situation together and fillin the blanks with a past form ofTo BE.

2. Assign the roles of police officerand witness (or have the S schoose). As a class, brainstormsome questions using a past form ofTo Be that the police officer mightask the witness. Examples: Whatthe thief tall? Were you across thestreet from the office? Where didthe thief go when he left theoffice?

3. Have two students practice askingand answering questions. (for a lowclass, you may want to copy the listof questions in the worksheet)

4. Encourage the police officer to aksboth yes/no questions and Wh-questions

A thief stole a computer and printerfrom an office on campus S aturday at10:00. S andy ___ in the parking lotacross from the office, standing nextto her car. S he saw him for only a fewminutes, but she _____ sure she couldidentify him. The police officers ____ happy to have a witness. But they____ sure how much S andy saw fromthe parking lot. S andy ____ positiveshe could answer the detectivesquestions.QUES T I ONS___ you near the E S L office at 10.00 on S aturday?Why ___ you on campus on a S aturday?___ the office open when you arrive____ you able to see anyone run out of theoffice?What ___ in his hands?How tall ____ he?What color ____ his hair?_____ his clothes new or old?___ his clothes expensive?How old ____he?_______ he someone you knew?


12/20

Chain S tories Materials: a 3 X 5 card per student, with a verb written on each. Dynamic: large groups Time: 20 min. Procedure:1. Give each S a card with the simple form of a verb written large. The

verbs may have regular or irregular past form, or you may use a mixture.The S s supply the past form.

2. Put S s into groups of five or six. Give each group a sentence to begintheir story. Going around in their circle, the S s each add sentence totheir story, using their verb. The stories maybe serious or funny, butthey should make some sort of sense.

3. After the groups have finishes, they may repeat their stories for theclass, write their stories, or just end the activity in the groups.


13/20

Tell the story Materials: short video Dynamic: S mall groups Time: 45 min Procedure:1. Choose an excerpt from a movie as long as the scene is self contained,

that is, tells a story itself. Tell the class to pay clase attention to thestory.

2. After the class watched the video, put them into small teams(4). Youcan list difficult vocabulary on the board or give them a handout.3. The S s discuss the video they watched and retell the story in writing.

Each group chooses one recorder, but all group members checkk overtheir finiseh draft.

4. Variation: Copy a childs picture book. Delete any words on the pages. Purthe S s in small groups and give one copy of the pictures to each group.Have them write the text to correspond to the pictures.


14/20

Tic tac toe Materials: board and 2 markers Dynamic: teams Time: 10 min Procedure1. Draw a tic-tac-toe grid on the

board with the simple form ofirregular verbs. Decde if you wantthe student supply the simple pastform or past participle form. Youmay use Adjectives ( comparative/superlative form), noun (plural)etc

2. Each team choose a word, and theymist write the correct form, ifthey do it correct they win theplace. The first team to get a rowwins.

teach catch Buy

grow Hear bring

fight shoot see


15/20

Error analysis draw Materials: worsheet Dynamic: small groups Time: 25 min Procedure:1. DivideS s into small groups of approx. 3. Give each groups a copy of the

worksheet (the same or different) appropriate to you class level ortopic.

2. I nstruct the members of each group to work together to find theerrors indicated after each paragraph.

3. S s exchange papers with another group. Go over the answer to make

sure each group found the errors indicated and can correct them.4. Variations. T may use a short story to correct errors. (they could bevocabulary, grammar or comprehension)


16/20

Concentration Material: Board, instructors grid Dynamic: groups Time: 25 min Procedure:1. Draw a grid on the board with just the numbers.

On a paper , your grid will have the answerswritten in

2. Divide the class into groups of about five. Tellthem that this is a memory game and no writing isallowed. Explain they are looking for matches andwill get a point for each match. They can conferas a team, but you will accept an answer only fromthe students whose turn it is. They can call outtwo numbers together the first time since noknows where any of the words are. I n subsequentturns, they should wait for you to write the firstanswer before they call out their second number.

3. As the first S calls out numbers, write the wordsthat correspond to these numbers in the blanks.

Ask the class if it is a match.I

f not erase thewords.4. Variations. T may use verbs, phrasal verbs, nouns,

etc. to check meaning or form

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

1 bought 2 bring 3 found 4 came

5 brought 6 drink 7 bit 9 drank

11 blew 12 buy 13 find 14 come

15 blow 16 bite 17 got 18 get


17/20

What is in your

refrigerator? Materials: none Dynamic. Pairs Time: 30 min Procedure:1. Review expressions of quantity if necessary2. Divide the class into pairs. Have each pair make one sentence containing

each expression of quantity you have studied, using the different foodsthey have in their own refrigerator or kitchen. They can use a list. Forexample: a couple of, a few, a little, a great deal of, a lot of, a numberof, all, both, lots of, many, most, much, no, one, plenty of, several, some.

3. Check the sentences as each pair finishes. The pair that finishes firstwith all correct sentences wins.4. Varation: T may use any other rooms in the house or other building


18/20

Fill in chart Materials: worksheet Dynamic. Pairs Time: 20 min Procedure:1. Have the S s work together in pairs

to complete the worksheet, usingthe worksheet appropriate to theirlevel.

2. Check each pairs worksheet asthey finished. The first pair tocomplete the chart successfullywins. I f some answers areincorrect, you can either indicatedincorrect or tell them how many areincorrect. The game then continuesuntil one pair has all correctanswers.

S ingular pluralCityKeyManFish

panlife

box

oxBabyLevelKissLockMousehouse


19/20

Relay

Material: Boardand markers Dynamic: teams Time: 10 min

Divide the groups inhalf. On one side,write the wordsprogressive andnonprogressive

Call out a verb. Thestudents check eitherprogressive ornonprogressive. Thefirst one to chose thecorrect answer gets apoint for his/herteam.


20/20

Fill in the blanks Material: woorksheet Dymanic: teams Time: 20 min Procedure: Divide the class into three,

and give them a copy ofthe worksheet The students read thesentences and completethe statements, then drawa picture related to the

story. Go over the answers whenthey have finisehd.

NUIS ANCE

Once upon a time, there was a tomcatnamedNuisance. ___ lived with a wonderful womannamed Lisa, but for some reason, ____ seemed to like everyone but ___. Theharder Lisa tried to please ____, the moreNuisance thought of things __ could do toannoy __. One day Lisas friend broughtover a beautiful hanging plant. __ hung ___

in ____ bedroom window. Then thew twofriends went out to dinner. When ___ returned, ___ found the plant on the floor.What happened to __? asked __ friend, butLisa knew, and __ do too, dont __? ThatNuisance! Another time, __ ran away andwas gone for 3 months. Lisa asked thepeople in the apartment buildoong to help

search for__. ___ all agreed to hellp, butno one found Nuisance. Just when ___ hadgiven up hope, ____ turned up. Nuisancespent ____ whole life doing things like thisto Lisa, but she always forgave ___.

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activities for english classes