English Tools and ActivitiesA Compiling of Activities, Games, Dialogues, and Slang

Table of ContentsLISTENING11USING COLORS11WORDS IN A BOTTLE11GROUP STORIES11WHICH PICTURE AM I DESCRIBING?11DRAW THIS PICTURE12DRAWING DICTATION12MUSICAL ADJECTIVES12MIND-MAPPING MUSIC12IMAGINE & DRAW13WORD CATCH13DRAWING-WRITING VOCABULARY13TRUE-FALSE WORDS13COMPLETE THE DRAWING14FILL-IN-THE-BLANK MUSIC14STRIP SONGS14SPEAKING15NAME SIX15TWO TRUTHS AND A LIE15MESSENGER15BUILD A STORY/ BUILD A SENTENCE15GROUP PROBLEM SOLVING15WHAT WOULD YOU DO?15AGREE/DISAGREE16FICTIONAL CHARACTER INTERVIEW16CANDY SPEAK16BROKEN TELEPHONE16WRITING17POSTCARDS & LETTERS17PICTURE STORIES17FOLD OVER STORIES17CREATE SENTENCES17TEXT CORRECTIONS17LIST WRITING FOR FUN18WRITING DIRECTIONS18STORIES WITH VOCABULARY18FILL IN STORIES18YOULL NEVER GUESS18WRITE YOUR OWN ENDING19MAD-LIBS19RANDOM WORD TRAIN19STRUCTURED WORD TRAIN19ACROSTICS19TOPICS TO WRITE ON/ABOUT20POSTCARDS AND GREETING CARDS20POSTERS AND BROCHURES20READING21WORD CATCH21CATEGORIZATION21RUNNING DICTATION21STOP!22CONDENSATION22GUESS THE MEANING22SLICED UP TEXT PREDICTIONS23PREDICTING THE TEXT23WARM-UPS24WORD ASSOICATION24SIMPLE CONVERSTAION24ICE BREAKER24WHO AM I?24INNER/OUTER CIRCLES: CRITICAL THINKING24AROUND THE ROOM VOCABULARY25WHATS IN THE PICTURE?25ACT IT OUT25WARMING UP WITH MUSIC25INTRODUCTION27GUESS THE NAME27TELL ME ABOUT MYSELF27GET TO KNOW YOUR CLASSMATES27ENGLISH NAME AND INTRODUCTION28CLASSROOM WORDS28SNOWBALL NAMES29MISCELLANEOUS30TOPS30MYSTERY OBJECT: 20 QUESTIONS30FAMOUS Auction30DICTATION RELAY30AUCTION31EXPERT STUDENTS32IMPORTANCE SCALE33DIALOGUE JOURNAL33QUESTION FORMULATION GAME33Creative Writing Using Pictures34IMPORTANT WORD34AROUND THE WORLD34SLAP34KIMS GAME35SNOWBALL SENTENCES AND STORIES35WHISPER CHAIN/TELEPHONE36BOUNCE BALL36GOOD MORNING BALLS37INSIDE/OUTSIDE CIRCLES37LOTTO AND BINGO38PREPOSITIONS39Simon Says with prepositions39PREPOSITION CARDS39DRAW A ROOM39FILL IN THE PREPOSITION39PREPOSITIONS IN A BAG39Listen and Draw40GESTURES40DIALOGUE42TELEPHONE SKILLS: ROLE PLAY42DIALOUGUE44Greetings: Acquaintances44Greeting: Good Friends44Greetings: Family45Early in the Morning45Daily Needs45Airport Bus46Making a Date46Catching a Bus46Ordering Breakfast47Near Accident47Arrival Time48After the Game48Going for a Walk48Whats for Dinner?49Academy Awards49At the Hotel49After the Movie50At the Bank50Discussing a News Story51Talking It Over51Weekend Plans52Dinner Invitation52Car Insurance53Parents Night Out53Discussing the Economy54Dental Appointment54Making Plans54Neighboring Problem55Car Theft55Getting Ready56Making a Purchase56Mail Time56Bedtime57Getting Something Fixed57Family Plans58Planning a Business Trip58A Short Discussion58Family Squabble59COUNTING60BEANS IN A BOTTLE60COUNTING: LARGER/SMALLER60COUNTING TREAT61REVIEWING MAERTIAL62CHEATING VOCABULARY TEST62VARIATION OF TIC-TAC-TOE62CARD EXCHANGE62LINE-UP63MIX-UP QUESTIONS63JEOPARDY63VERB REVIEW64Find Someone Who64GUESS THE OBJECT65ROUND TABLE65GRAMMAR CHECKERS65MY SENTENCES=YOUR PARAGRAPH66MARTIAN66WHO AM I?67KEEP TALKING67NAME SIX68HARD WORDS68QUESTIONS68SURVEYS69QUIZ GAME69HOT POTATO70CORRECTING HOMEWORK71SAVED BY THE BELL71TIC-TAC-TOE71SPELLING73ALPHABET SLIPS73ALPHABET SLIP SPELLING73HANGMAN73SYLLABLES73LONG WORDS SHORT WORDS74INTERSECTIONS74SPELL ALOUD75DOMINOES75GUESS THE WORD78AIR-WRITE78BACK WRITE79ALPHABET80Alphabet Drawings80ALPHABET BOXES80ALPHABET SONG80ALPHABET DANCE81ALPHABET LINE-UP81ALPHABET SENTENCES81ALPHABET SOUP81ALPHABET WAVE81ALPHABET WHISPERS81BALLOON ALPHABET82BOARD SCRAMBLE82CHALKBOARD FUN82CONCENTRATION82DOMINOES83FIND IT83FIRST LETTER83HOT POTATO FOR THE ALPHABET83I SPY83LETTER SCULPTURES83LETTER SHAPES RACE84MAGIC FINGER84MAKE AN ALPHABET BOOK84MUSICAL CHAIR ALPHABET84PASS85SAND PAPER ETCHINGS85SCRAPBOOK85SLOW MOTION85UP AND DOWN85VANISHING ALPHABET FLASHCARDS86YELL IT86VERBS87DESK INVENTORY87SPOON FAMILIES87PAST IRREGULAR BINGO87TENSES88Hot Potato with verbs88ACTING ADVERBS88VERB CHARADES88VOCABULARY90LISTEN & DRAW/ LISTEN & DO90VOCABULARY SCRAMBLE90FAMILY PICTURE90VOCABULARY VOLLEYBALL90PICTIONARY91THE OBSERVANT STUDENT91VOCABULARY TABLES91HALF-WORDS92PICTURE STUDIES92VOCABULARY CATEGORIES93GUESSING GAME93FRIDAY BRAINSTORMING94SONG WORD GRAB94TRANSLATION CONCENTRATION94Unscramble Vocabulary95Fun Sentences for New Vocabulary95Slap!95Concentration95VOCABULARY PICTURES95AROUND THE CLASS96DRAW THE TEACHER96SIMON SAYS96CARD SWAP97SLANG98Word Conjunctions98Vocabulary98Phrases99SLANG ACTIVITIES99ACTIVITY 1:99ACTIVITY 2:100ACTIVITY 3:100ACTIVITY 4:101ACTIVITY 5:102

LISTENINGUSING COLORSLEVEL: BEGINNERChoose a picture or compose a picture that fits into your lesson plan to use for this activity. Distribute this picture to your students. You will name the name of an object in the picture and tell the students to color that object a particular color. You will check to see if the students have colored in their picture correctly. If time permits then you may allow the students to finish coloring the picture in at their discretion.If supplies are limited and every student does not have their own set of colors, ask the students to say which color they would use.WORDS IN A BOTTLELEVEL: BEGINNERTake two empty bottles. First, put the words you want to revise in a bottle by saying the words and closing the lid. After three words (for example, repair, visible, ruin) ask the students if they can remember the words in the bottle.In the second bottle, put the meanings, in random order (for example, seen, mend, destroy). Check if the students can remember these. Now pretend to pour the contents of one bottle into the other, close it, shake it, and say that when you open it, the words will come out in their correct synonym pairs. In fact, the students should say the pairs when you take the lid off!GROUP STORIESLEVEL: BEGINNERIn a group story, the teacher reads the narrative (a well-known Fairy Tale), and the children participate as a group (or individually, as they become more confident) responding to incidents in the story. For example, in Goldilocks and the Three Bears, the narrator (teacher) introduces Papa Bear, and the children speak in a deep voice like Papa Bear and say, Hello! Then they introduce Mama Bear in a high, feminine voice and Baby Bear in a childs voice. When Goldilocks slams the door, the children smack their hands on desks or the floor to make the sound of a door slamming.Children love to hear the same story over and over, doing it exactly the same way, so they will ask for story time and enjoy it. This also makes an excellent demonstration lesson for the director or parents who want to see how much English the children are learning. If you post the story on a poster or two in the front of the room, the children will be reading the story as you go along.WHICH PICTURE AM I DESCRIBING?LEVEL: BEGINNER/ INTERMEDIATEThe teacher has five different pictures, which are very similar, displayed on the board. The teacher describes one and the pupils try to guess which one is being described. They can ask questions to get information about the pictures that will help them choose coDRAW THIS PICTURELEVEL: INTERMEDIATEA volunteer looks at a picture the teacher has drawn that no one else has seen. The student describes the picture to the rest of the class and the students have to draw it. Compare and contrast their drawings with the original drawing.DRAWING DICTATIONLEVEL: INTERMEDIATE/ADVANCEDPlease read the following (or similar) story to your students. They must follow your directions and draw what you say.It is winter. The sky is blue. The sun is shining brightly. There is a large tree. It has many branches, but no leaves. There is snow on the ground. There is a little girl. She is wearing a brown coat and a red hat. She is also wearing black boots. There is a little boy too. He is wearing a green shirt, blue shorts and a yellow hat. He is wearing orange shoes. The girl is warm but the boy is very coldRepeat the story several times depending on the students ability. To extend the exercise, ask questions about the story, or have students come to the front of the room and tell about their picture they drew. MUSICAL ADJECTIVESLEVEL: INTERMEDIATE/ADVANCEDHave students compose a list of adjectives before this activity starts. It might be helpful to put a word bank on the board for the students to refer to during this activity. The song may be lyrical or instrumental in nature. They should describe the song after listening to it with one word or one descriptive sentence. The point of this activity is the fact that music is full of emotion whether it is lyrical or instrumental. It is a great way to use the descriptive words in the English language.MIND-MAPPING MUSICLEVEL: INTERMEDIATE/ADVANCEDChoose a song for the students to listen to. This activity should not focus on spelling and grammar, but instead focus on their creativity. While listening to the song have students come up with three to four different titles for the song. They should write whatever comes to mind without stopping or lifting their pen/pencil from the paper. Once the song is completed you should openly discuss the titles of the songs with the entire classroom.Another option is to allow the students to write whatever they feel while listening to the song and speak about it afterwards. Another option is to write questions that joggle the students minds to think about the lyrics of the song while listening to it.IMAGINE & DRAWLEVEL: INTERMEDIATE/ADVANCEDChoose a song for the students to listen to which is strictly instrumental in nature. The activity is designed to give students freedom in what they imagine. It is best to use a song without lyrics because it requires the student to use their imaginations. Students should listen to the song and afterwards they should use their English to speak about or write about the things theyve imagined or drawn on paper. You may let the students just listen to the song and think about the song or you may let the students draw while they listen to a song. It is important that afterwards you, as the instructor, ask students questions about the things they have either written or drawn on their paper.WORD CATCHLEVEL: ALLChoose a song that fits into your lesson. Pick out 7-14 words from the song and write them on small strips of paper. Add 5 words that are not in the song. Divide the students into small groups and given them the vocabulary words. As you play the song, they are to listen to the words and see if they can figure out which words are in the song. This activity may work for all levels because it depends on the toughness of the song and its vocabulary.DRAWING-WRITING VOCABULARYLEVEL: ALLStudents take a piece of paper and draw a grid of 9 squares on the piece of paper. Students will draw a picture of a vocabulary word (for beginner levels) or the name of a vocabulary word (for intermediate/advanced levels) in each square. The teachers will either read a list of vocabulary words (for beginner levels), a definition (for intermediate levels), or synonyms (for advanced levels). When students hear a match for one of their squares, they mark that square. When they have a row of 3, they must say Bingo. The allocation of a prize to the winning students is at the discretion of the instructor. Continue playing the game until a few more students get bingo.TRUE-FALSE WORDSLEVEL: ALLChoose a song that fits into your lesson. Give students a handout with the lyrics to the song. However, before you make the handout, change some of the words so they are written incorrectly. Play the song for the students and see if they can pick out the false words and replace them with the correct words. This activity may work for all levels because it depends on the toughness of the song and its vocabulary.COMPLETE THE DRAWINGLEVEL: ALLChoose a picture or compose a picture that fits into your lesson to use for this activity (i.e. a picture of a kitchen). Give a copy to all the students, a picture that doesnt have any item that will be described. This way the students can draw in the item as they are being described.The instructor will describe the objects and their location in the picture to the students. The students should try to draw the object in the correct location in their picture. This activity can either be done between the instructor and students (for beginners to intermediate levels) or the students can work in pairs to describe and draw the picture (for advance levels).FILL-IN-THE-BLANK MUSICLEVEL: ALLStudents will be given the lyrics with some words or lines left blank and they will try to fill in the blanks while listening to the song. Write out the lyrics on a poster or the blackboard and replace the words or lines you want to leave out with numbers. The students will write their answers next to the number on a sheet of paper. There are different ways to use this activity: 1) fill in the blanks with a word bank and then listen to the song (for beginner levels); 2) fill in the blank just by listening to the song and filling in the lyrics (for intermediate levels); 3) fill in the missing articles, pronouns, verbs, adjectives (for advanced levels).STRIP SONGSLEVEL: ALLSeparate the students into small groups. Give each group a set of lyrics to a song of your choice (i.e. the choice of song may work for beginner, intermediate, or advanced levels). They lyrics should be cut into different strips of paper with two-three lines of the song on each strip. Each group should work together to guess the order of the lyrics. The instructor should play the song and the students try to listen for the correct order of the lyrics and makes changes to their own arrangement if needed. Make sure everyone has the lyrics in the correct order and then sing the song if necessary.

SPEAKINGNAME SIXLEVEL: INTERMEDIATEPlace students in a circle of five or six. They will have to practice this game. Give a ball to the first person in the circle. You will call out a topic (name six objects that are green, name six American holidays, name six American cities, etc.). The person with the ball passes it to the right and begins to call out the six objects. If the ball gets back to the speaker before she has named six objects, she is out of the circle and someone else takes her place. Continue playing until only one person if left.TWO TRUTHS AND A LIELEVEL: INTERMEDIATE/ADVANCEDHave students get into groups of four or more. One student should be the interviewee and the rest the interviewers. The student should tell 3 things about him or herself, 2 true things and one lie. The interviewers have to figure out which one was the lie.MESSENGERLEVEL: INTERMEDIATE/ADVANCEDSeparate the students into groups. One messenger from a group looks at an arrangement of objectsa drawing, the buildings of a town map, or the furniture on an apartment floor plan which is hidden from view from the rest of the class. The messenger then must tell the rest of the class how to draw the different items without touching or pointing. The teacher will need to have the same objects available for each group to recreate.BUILD A STORY/ BUILD A SENTENCELEVEL: INTERMEDIATE/ADVANCEDGive all students a vocabulary word written on a piece of paper. In a chain, each student makes up a sentence using the word to create a story.GROUP PROBLEM SOLVINGLEVEL: ADVANCEDIn groups, students will be put in hypothetical situations where they must prioritize items on a list. For example, if you are stranded in a snow storm, is it better to have a blanket, a flashlight or water? WHAT WOULD YOU DO?LEVEL: ADVANCED Students are given an open-ended question and must give a detailed answer in English. For example, what would you do if you were the president? or what would you do with a million dollars?AGREE/DISAGREELEVEL: ADVANCEDPost signs around the room saying agree, disagree and dont know. Read argumentative statements about the topic you are studying and ask students to stand by the sign that stands for their opinion. Ask them to explain why they feel that way.FICTIONAL CHARACTER INTERVIEWLEVEL: ADVANCEDHave students develop an imaginary character, or a character from the reading and provide information for the basic questions about background likes and dislikes memories, etc. Each student should present their character to the rest of the class. The class then interviews the character. Students should improvise if asked a question for which they are not prepared.CANDY SPEAKLEVEL: ALLPass around a bowl of colored candies and ask the students to pick one but dont eat it. On the board, the teacher will write that those students with red candy will tell something about their families, those with green will talk about their favorite food, etc. Once they have said something, they can eat their candy.BROKEN TELEPHONELEVEL: ALLOne student at the front of the line whispers a sentence of word in his or her neighbors ear without repeating it. This neighbor must pass what he or she heard to the next student. The goal is for the last student to receive and say the exact same sentence or word that the first student said.

WRITINGPOSTCARDS & LETTERS LEVEL: INTERMEDIATE/ADVANCEDChoose a topic of your choice that coincides with your lesson. Whatever you are teaching and the students are studying can become the contents of a formal or informal post-card or letter to someone. You might create a hypothetical situation and ask your students to respond to this hypothetical situation by giving advice or re-telling the situation in a letter.PICTURE STORIESLEVEL: INTERMEDIATE/ADVANCEDGive your students a picture or photograph that they should describe. These pictures may come from any source. They may be created or taken from a source like the internet, a newspaper, a magazine, a book, et cetera. The emphasis of this activity is on sensory acuteness and observation not grammatical correctness. You may or may not give the students a word bank to help in their descriptions.FOLD OVER STORIESLEVEL: INTERMEDIATE/ADVANCEDWrite question words/phrases on the blackboard or poster. The appropriate number of question words/phrases depends on the level of your students. They should make logical sense. One example: Who? With whom? Does what? How? Where? When? Why? Each student should be given a blank piece of paper and have each student answer the first question, then fold that part of the paper over so whats been written isnt visible to the next person. Pass the paper to the left and answer the new question on the paper, and then fold the second answer over as well. Continue until all the questions are answered and the page is full. Then unfold the papers and read the crazy sentences that have been created.CREATE SENTENCESLEVEL: INTERMEDIATE/ADVANCEDGive your students all the elements of sentencesparts of speech, verb cases, tenses, prepositions and have them make their own sentences in a group. Have the groups present to the class and check for comprehension.TEXT CORRECTIONSLEVEL: INTERMEDIATE TO ADVANCEInvent a text with many grammar errors. Students must find and correct the errors. The teacher should tell them how many errors to look for.LIST WRITING FOR FUNLEVEL: INTERMEDIATE/ADVANCEDIf you are studying food, have the students brainstorm a grocery list. If you are studying travel, have students brainstorm what to pack for your vacation. Write the list on the board for the students to follow along.WRITING DIRECTIONSLEVEL: INTERMEDIATE/ADVANCEDSeparate students into groups and write directions for someone who needs to find the cafeteria, the principals office, a classroom. Go over it as a class. For more practice, the teacher should prepare a map of a town and have a stick figure post it note cut out that can easily be moved. Have students give the stick figure directions to different parts of the town and have a volunteer student listen and move the stick figure.STORIES WITH VOCABULARYLEVEL: INTERMEDIATE/ADVANCEDHave students write stories using all the vocabulary introduced in class that day. If working with intermediate students, the teacher should give more specific parameters for the students; for example, assign the students to write five sentences instead of a story using the five vocabulary words introduced that day. Give the students a list of adverbs, adjectives and parts of speech so that they are able to write the sentences. This activity can be taught to intermediate to advance depending on what level is required.FILL IN STORIESLEVEL: ADVANCEDGive students unrelated first and last lines of a story or topic. Groups have to fill in the rest, connecting what you have given them. Share them with the class and see how different they are. Creativity is a must in this activity.YOULL NEVER GUESSLEVEL: ADVANCEDGive students several minutes to write a brief description of an object found in the classroom for the other students to guess. The objects may be confined to a specific subject category. There should be four sentences, beginning with the less obvious details and moving towards those that make it easier for other to guess. Students may call out their answers as quickly as they think they know what the object is. The first student to guess correctly receives a score of one to four points. A student receives four points of he he/she guesses correctly after hearing the descriptive sentence, three points after hearing the second sentence, two after the third and one after the fourth. At the end of the game, the student with the most points is the winner.WRITE YOUR OWN ENDINGLEVEL: ALLYou can use any story you can find or imagine. Tailor your story to the level of your students. Read the story together, but stop before you read the ending. It might help if you completely omit the ending of the story. Have the students write their own ending to the story. They should imagine they are the author of the story or sentence. Students can read their own version of the ending to the class. Once students have read their endings, then read the actual ending and discuss how the students endings are different form the actual ending of the story. You might want to use a story that coincides with new vocabulary words the students are learning.MAD-LIBSLEVEL: ALLStudents will be asked to write about a specific topic. Try to use a topic that the students are interested in because they will be more willing to try harder to write creatively. You may or may not include a word bank; this depends on the students level. Ask the student to leave some words out of their text so the class can fill them in with their own words. You might also want to compose your own dialogue and ask the students to fill in the words you omit from the text. (i.e. This weekend I went to (place) with my friends, (person) and (person). It was (adjective) and (adjective), but mostly it was (adjective). When we were there, we saw (thing) and (thing). We also (past tense verb) and (past tense verb) while we were at (place). It was (adjective) to be go there).RANDOM WORD TRAINLEVEL: ALLOne student will write a word on the blackboard. The next student must write another word on the board that starts with the last letter of the previous word. Continue this until the board is filled with words. This is a good spelling exercise.STRUCTURED WORD TRAINLEVEL: ALLOne student will write a word on the blackboard. The next student must write another word on the board, which helps make the sentence logical and grammatical if possible. Continue his until a complete sentence is made and then start another sentence.ACROSTICSLEVEL: ALLThe instructor should think of a word that the students either know or do not know. This word should be defined and explained. The students should try to write words, phrases, or sentences that correspond to each letter of the vocabulary word given. You might write the theme for the unit on the board and use it as the vocabulary word. For example, if the topic is Ukraine, then have the students think of words that describe Ukraine: unusual, kind-hearted people, rainy days, icy roads, not young, echoes of the past.TOPICS TO WRITE ON/ABOUTLEVEL: ALLThis a list of things you might have your students write on/about: brochures, advertisements, anecdotes, announcements, anonymous letters, billboards, bumper stickers, business cards, calendars, CD covers, chalkboard graffiti, commercials, contracts, diaries, dictionaries, dreams, editorials, fables, fairy tales, greeting cards, haiku, headlines, instructions, interviews, jingles, invitations, jokes, journal entries, labels, limericks, lists, memoirs, memos, menus, monologues, movie reviews, myths, news articles, notes, obituaries, parables, plays, posters, proverbs, puzzles, quotations, raps, recipes, riddles, road signs, rules, shopping lists, skits, songs, speeches, telephone books, tongue twisters, TV guides, want ads, et cetera.POSTCARDS AND GREETING CARDSLEVEL: ALLHave your students make their own greeting cards or postcards. Younger learner can draw greeting cards for American holidays after being taught about them. High levels should use vocabulary words and write messages on the postcards/greeting cards.POSTERS AND BROCHURESLEVEL: ALLThis activity will change depending on your students level. Younger students can draw what they know about American holidays/sports/cities/etc. Older students should design posters and brochures with text on them. These can be displayed and talked about in front of the class.

READINGWORD CATCHLEVEL: BEGINNER/INTERMEDIATEBefore reading a text with the class, introduce new vocabulary words. Have each vocab. word written on a slip of paper. Tell students to raise their hand if they hear a new vocab. word as you are reading the text. The first student to raise his hand gets the slip of paper, and you continue reading the text. (Make sure you have multiple slips of paper for any words that are said multiple times.) When finished with the text, have students who got a word to make a sentence using the word. CATEGORIZATIONLEVEL: INTERMEDIATEIn small groups, students are given a list of nouns and verbs used in the text. Discuss their meaning and write them in the appropriate categorythe teacher should supply the categories.RUNNING DICTATIONLEVEL: INTERMEDIATERead a text with the class, calling on students to chain read individually. Ask the class if there are any words that they do not understand. Write four sentences of your own, based on the text that the students read, on individual pieces of paper. Hang the papers around the room. (If you have more than 12 students, write each sentence twice on separate sheets of paperso now you have 8 papers but 4 sentencesand use different colored paper or different color markersso 4 papers are written on with black marker and 4 are written on with blue marker.) Split the class into two teams. Have one team look at the sentences written in black marker, and the other team look at the sentences in blue marker. (The sentences are the same, but this way there isnt a lot of kids crowding around the same piece of paper and the game will run much more smoothly.)Assign pairs in each team. (The teams dont mean anything; it is only for crowd control purposes.) Choose one student to demonstrate with you.This is how it works: One student is the secretary and the other student is the runner. The runner goes up to the hanging slips of paper, reads the sentence, then comes back and dictates what he read to the secretary. Because this is a low level group, be lenient with spelling. No shouting across the room is allowed. Once one sentence is finished, the pair moves on to the next sentence. Once the secretary has written two sentences, have the secretary and the runner switch places for the next two sentences.The pair that finishes first, with accurate sentences, wins. For further crowd-control purposes, have the pairs begin at different number sentences. Give each sentence a number, then pair #1 starts with sentence 1, and pair #2 starts with sentence 2, etc. Students go to the next number sentence when they have finished theirsso group 4 would start at sentence 4, then move on to sentence 1). At the end of the activity, have the pairs switch papers to correct them. Keep the sentences short and simple, otherwise the activity takes too long and the students get frustrated.If you are using this activity for a much younger group, you can replace the sentences with vocabulary words or phrases that were in the text. STOP!Level: INTERMEDIATE/ADVANCEDPre-reading: This could work with any topic, but this example is related to past simple form. Have your students brainstorm about whatever the text is about. If its about sports, ask the students to name all the sports they know in English. If its about school, have them name all the subjects/words related to school.Ask pairs of students to look through the text for all the verbs in past simple form. Did they find all of them? Go over it with the class. What is the present simple form of these words?While-reading: Before class, re-write the text with a variety of mistakes. For example, Jessica written the book last week Tell the students that there are many mistakes in your text, and they must read along and find the mistakes. When they hear one as they follow along in their books, they need to say STOP! and say what the correct word is. When the sentence is finished, have a student re-read the correct sentence. Be sure to practice saying STOP! with your students and understand that it will get very loud by the end of the first read through because kids like saying STOP! Once you have finished, reread the whole correct text.Post-reading: Now tell the students they will write their own story like the one they just read. Give them certain questions that they must answer, but tell them that they make their own choices. For example: What kind of animal? What did he/she play? Where did he/she play? Tell the students that the sentences need to be in past simple tense.This activity works well with lower level English classes because the stories have constrains (they must answer certain questions), but the students have the freedom to answer the questions how they wish.CONDENSATIONLEVEL: INTERMEDIATE/ADVANCEDHave students read a paragraph or text and express the main idea in one sentence in their own words.GUESS THE MEANINGLEVEL: INTERMEDIATE/ADVANCEDGive students sentences with boldfaced or underlined vocabulary. Have them read the sentence and try to guess the meaning of the word based on the context. You may give intermediate level learners multiple choices to choose from.SLICED UP TEXT PREDICTIONSLEVEL: INTERMEDIATE/ADVANCEDCut the text into different pieces. Give the students the first piece. Once they have read it, they must predict what will happen in the next part. The give them the next part and compare their predictions.PREDICTING THE TEXTLEVEL: ALLThis is a pre-reading activity, in which the teacher will give students a little information about the text and then ask students to brainstorm what the text will be about. The teacher can give the title or a collection of words from the text. Students responsibility is to decide what the text will be about.Teacher will read the title of a text or paragraph aloud to the class. Students should brainstorm what the text will be about. This is pre-reading activity that can be used at any level. With a collection of words from the text, have students guess what the text will be about.

WARM-UPSWORD ASSOICATIONLEVEL: INTERMEDIATETell the class to take out a piece of paper and to write down the first English word that pops into their head when they hear the following words read aloud (give time between each word):School, Yellow, Grammar, Ukraine, Sports, Family, Black, Red, Friends, France, Money, LoveSIMPLE CONVERSTAIONLEVEL: INTERMEDIATE/ADVANCEDHave your students discuss what they did last weekend in front of the class. Everyone should be listening and engaging in the conversation.ICE BREAKERLEVEL: INTERMEDIATE/ADVANCEDHave students get up and move around and find someone who:0. Has eaten borsch in the last week0. has a birthday in the next month0. has been learning English for the past year0. Etc..This exercise should be done in ENGLISH only!!WHO AM I?LEVEL: ADVANCEDPut names (or vocabulary words) onto pieces of paper and tape them with scotch tape to the back of your students without them seeing who they are. The students must walk about the room and ask questions about who or what they are. For example, a question could be, Am I famous or Am I a food? or Am I a politician?INNER/OUTER CIRCLES: CRITICAL THINKINGLEVEL: ADVANCEDHave the class get into two circles, one inside the other, facing one another. Ask a question to which each student must answer to their partner at the same time. Then tell the outside circle to rotate one person so everyone has a new partner. Ask a different question, and so on. Afterward, you can ask the students what was the most interesting answer they heard. Some example questions include:What is your idea of a happy life?What is your dream?If you could be any animal, what would it be?Describe your perfect day.What makes you happy? Sad?What is your lifes goal?What are you afraid of?AROUND THE ROOM VOCABULARYLEVEL: ALLWrite vocabulary words on post-it notes and place the words around walls of the room. Have the students stand and walk around the room to become familiar with the words. Then explain one of the words by giving the definition. The students must look for the described word. Once one student finds it, s/he takes it off the wall and describes it to the class, and so on until all the words are picked off the wall. The students must then make sentences with the words that they picked off the wall.WHATS IN THE PICTURE?LEVEL: ALLCollect pictures from magazine and newspapers. Ask the students what the picture reminds them of, or to tell a story about the picture. If it is a lower level group simply ask them what they see in the picture. You can also collect many pictures and have each student come and choose one picture. The student must then tell why s/he chose that particular picture.ACT IT OUTLEVEL: ALLWrite any vocabulary words you like on index cards. Ask pupils to volunteer to come up to the front of the class and act the words out without using any sounds. They also cannot point to things. The class has to guess the correct word. The student that guesses it right first gets to do the next word.WARMING UP WITH MUSICLEVEL: ALLListen to a song and have the group write words about how the music makes them feel. Or they can draw a picture to show what the music is making them feel. afterward ask the group to share what they have done.

INTRODUCTIONGUESS THE NAMELEVEL: BEGINNER/INTERMEDIATETell the pupils you will spell the name of another student in the class out loud. If a pupil thinks he knows the name, he should raise his hand and tell you. If he is correct, praise him. If not, continue spelling the name until someone guesses it correctly. Pupils who get it can be the next speller of names so they get practice spelling out loud in English. TELL ME ABOUT MYSELFLEVEL: INTERMEDIATEIt is an original way to introduce yourself (as a teacher) to a class for the first time, but can be used later on too.Prepare in advance, on an overhead or white board, a mind map of yourself. Instead of using sentences to describe your life, use symbols, illustrations, numbers dates or words. For example, name of siblings, date of birth, name of hometown, children (names and birth dates), shoe size, height, illustrations of your hobbies etc. For example, if you enjoy drawing you could draw a pencil and paper if you enjoy reading you could draw a book.Questions the kids may ask:1. Do you eat a lot of Fish?2. Do you enjoy fishing?3. Is your star sign Pisces?To follow up, get your students to take a few minutes to prepare something similar individually, and they will work in pairs guessing what information means about their partner.GET TO KNOW YOUR CLASSMATESLEVEL: ALLTeacher gives every student a piece of paper on which they write a sentence about their personal life. This sentence can be about school, family, music, friends, the last vacation, etc. For example, I went to the beach last vacation or I always study for my exams or I have two brothers, etc. When they finish writing their sentences they fold the paper and give it to the teacher.It is very important to tell students before writing the sentence that the information they are going to write is a secret and not to show it to their classmates. If they have a question about something, they should ask it to you instead of a classmate. Tell students to write their names on the papers. After collecting all the papers, ask the students to write the numbers from one to 10 (or 20, depending on the number of students you have in the classroom) in their notebooks. After that, the teacher reads the sentences in random order (without saying the name of the student), and the students write the names of the people they think wrote sentences.After reading all the sentences, say the question number and read the sentence again for each piece of paper and ask the students to name who they thought wrote it. Then tell the students the name from the student who wrote that sentence. Students should write C for correct guesses and I for incorrect guesses. ENGLISH NAME AND INTRODUCTIONLEVEL: ALLWhen pupils enter the classroom, greet each in English. Wear a badge or special hat that says, Speak to me in English. Use the students English names. Give each pupil a name in English, and help them practice saying, My name is . using the English name. Teach them to say your English name (American and English teachers are called Miss or Mrs. if married, or Mr. (if male) and the last name. Practice the routine you will use to begin class in English. Good morning/afternoon class. Teach the class to respond, Good morning, Mrs. For the quicker pupils, ask them, What is your name? and they should reply using their English names: My name is Anna. CLASSROOM WORDSLEVEL: ALLTell students you are going to learn English words that you will use in the classroom. Use TPR (total physical response) and body language during this drill. First, say the word and act out what you want. Then do it with them. Then ask them to do it when you say the word.Phrases: Stand up. Sit down. Raise your hand. Put your hand down. Each phrase should be accompanied by the corresponding action. Students will be moving constantly as you drill these phrases.Ask the pupils to stand up now. Show them the signals for listen, watch me, watch and listen, quiet, everyone together, this row, boys only, girls only.Go over these in mixed order until all are responding rapidly. Then dont say the word, just use the gesture. Review stand up, sit down, raise your hand, put your hand down, again.Then teach them point to, and drill. Point to the window. Point to the door. Point to the ceiling. Point to the floor.Review stand up and sit down. Teach them touch, and say, Touch the desk. Touch the chair. Touch a friend. Etc. Add new classroom words every week.SNOWBALL NAMESLEVEL: ALLOnce students have mastered saying their own names, teach them their classmates names. Begin with yourself, saying, What is my name? Students should respond chorally, Your name is Mrs. . Then begin with the students. Make a circle of four or five of your strongest students. The others watch, but call on them occasionally to be sure they are attentive. This is a snowball activity. Give instructions in English using lots of body language so they can figure out what you want.Point to the first student in the circle and ask, What is your name? Tell him to reply, My name is . Do this exchange several times so all the students understand the questions and the answer. Then ask the class, What is his (or her) name? The class must reply, His/her name is . Praise them even if only a few do it right the first time. Do it again. Do it with yourself. Notice students are practicing the third person pronouns. It is not important that they know the grammatical termsthey are learning it as one learns a native language, by hearing and imitating. Add the second child in the circle by asking the same question, What is your name? The child replies, My name is Anna. Guide them by saying Her the first time as they students will not be familiar with this word. Then point to the first child and ask again, What is HIS name? The small group says, His name is Petro. Then point to the second child. What is her name? Her name is Anna. Point to or call on a child in the audience and ask, What is my name? If he cannot answer, point to someone else until you get the right answer. Then point to Boy #1 and ask, What is his name? Someone in the class should say, His name is Petro. This may take most of the class, or your class may get it very quickly. When they can use the correct construction (His name is or Her name is) you are ready to play the game.The first pupil says, My name is Petro. The second pupil must say, His name is Petro. My name is Anna. The third pupil must say, His name is Petro. Her name is Anna. My name is Dima. And so on. If someone misses, he is out of the circle and someone else may try. You can vary this by calling on someone in the audience and inviting him or her to enter the snowball without warning, so he or she must be attentive to all the names so far in order to participate. Once the small group has mastered all the names, bring a different group of pupils to the front to do the same. They can stand in a straight line if there is no room for a circle. They can hold their name tents in front of them to match the sounds and the letters, though you are not teaching spelling at this time. Ask if anyone in the class can say everyones names. Give a candy to anyone who can name ten of the names. Make it fun.

MISCELLANEOUSTOPSLEVEL: BEGINNER/INTERMEDIATESplit students into pairs and give each pair a top (something can that be spuna coin would work as well). One partner says as many sentences or words in the target language as he can before the top stops spinning. His partner counts. The student who says the most words wins. Let winners compete in spin-offs.MYSTERY OBJECT: 20 QUESTIONSLEVEL: INTERMEDIATEThe teacher thinks of an object somehow connected to what the lesson is about. Students have to guess what it is by asking the teacher 20 yes or no questions. If no one guesses what the object is in 20 questions, the teacher tells the students. The student who does guess correctly gets to pick an object and be the teacher answering the questions. FAMOUS AuctionLevel: INTERMEDIATEEvery student gets a pretend $10. Explain that they will get no more than $10 and you will not tell them which item you will auction off before its on the table. This keeps them guessing. Establish a raise your hands policy.Have students keep track of how much they are spending. This will give them practice using their English numbers. This will also give them practice using their vocabulary if you use items for which they have recently learned the words. It is more fun if you use famous peoples possessions, for example, Harry Potters pen; Brad Pitts sunglasses, etc. Wrap up by asking everyone what they bought and collect it, along with any remaining money as each student names their items.DICTATION RELAYLEVEL: INTERMEDIATEThe students should be split into groups. All of the groups stand at one end of the classroom. Each group sends a runner to the other end of the room where you are standing. You stand there with a piece of paper or you can attach the paper to the wall or board. On the paper is written one of the sentences below. The students must memorize it and run back to their groups. They then dictate the sentence to the group. Another group member writes it down. A new runner and secretary are chosen for the second sentence. If the runner forgets part of the sentence, he/she must run back, reread the sentence and return to the group. Another variation is to combine all of the sentences to create a story. Two examples are given below:I missed the train.It was a long journey to Kyiv.I like to fly.I have been abroad many times.There were many passengers on the train.I like going around town on foot.ORI like to travel. Travelling by train is interesting. I meet many people from Ukraine and abroad. Playing cards and talking to the other passengers makes the journey enjoyable. I like to fly because it is the fastest way to travel. I have flown to Moscow and New York. I like to travel by car because I can stop whenever and wherever I want. I dont like to travel by foot because I get very tired.AUCTIONLEVEL: INTERMEDIATE/ADVANCEDAsk students if any of them have ever been to an auction. Ask questions of those who have been. Introduce necessary words/phrases like to bid, auctioneer, a bid, hammer, going going gone!Pair the students off and give each pair an auction sheet. (Make sure to number the sentences.) Tell them that some of the sentences on the sheet are correct and some are incorrect. They are to read through and decide what sentences are correct and what sentences are incorrect, then budget their $5,000 (decide how much they want to spend on the sentences they think are correctthe quicker students will budget more money on sentences they are certain are correct and less money on sentences that they are somewhat sure are correct). Do not help students with this task; they should take responsibility for what they think they know.In the auction that is to follow, they are going to have to bid for sentences, the aim being to buy only correct sentences. Tell them each pair has $5,000 for buying sentences and ask them to note down in the budget column of their auction sheets how much they are willing to bid for a given sentence. They may not spend more than $5,000. The winners in the auction are the pair with the most correct sentences and the most money left.Before starting the auction, tell them you will not accept bids of less than $200. Read out the first sentence in a lively, persuasive way, even if it happens to be wrong, and then ask for bids. Students should raise their hand if they want to place a bid to buy the sentence. Call on the first pair to raise their hands, and the students will say the amount they are willing to bid. Then ask if any other pairs would like to bid more. Allow the bidding to last until students are no longer willing to bid more money. At this point say, Going, going, gone and award the sentence to the pair with the highest bid. The winning pair should write the number of the sentence they bought and the price they paid for it. Keep the bidding moving fast, keep up a fast patter (talk quickly) to convey the excitement of an auction room. When you come to the going, going, gone stage, be ready to accept last minute bids. When a sentence has been auctioned off, make sure all students keep a note of the buyer and the amount in their bought column. After a sale is finalized, tell the students if the sentence was correct or incorrect. If it was incorrect, tell the correct version of the sentence. Do all this very quickly to keep the pace of the auction, and wait until all sentences have been sold to explain the grammatical problems in incorrect sentences. Start the auction with the first sentence on the list, but say the rest of the sentences in random orderthis heightens the feeling of expectancy. A good place to find sentences is from student homework. Take 12-15 incorrect sentences written by students, and put them in an auction list, but correct about half of the sentences. After each sentence is bought, tell whether it is correct or incorrect, but wait until the auction is over and have the students correct mistakes. Example Auction SheetBUDGET BOUGHT(How much we want to spend) (By for $...)1) I wanted that you should know what happened. ____________ _____________2) Was you pleased to see your mother? ____________ _____________3) Ive always wanted to visit Spain. _______________ _____________EXPERT STUDENTSLEVEL: INTEREMEDIATE/ADVANCEDThis is another structure that can be adapted to many different topics, subjects, etc. Have students start class sitting in groups, arrange desks accordingly. Assign one person within a group a different letter: A, B, C and D. Explain that they are each going to research/read/study part of the topic. Set up four tables around the room, each labeled: A, B, C and D. On each table, place different materials needed for their research. The As will research one part of the topic and Bs another part, etc. Ask the students to get up from their original group and move to the table with their letter on it. At this point, all the A students are working together at Table A to answer their common question. All the B students are working at Table B, etc.Next, students return to their original groups as an expert on their question/area of the topic. One at a time, members A, B, C and D report to their group on the information he or she has collected. While one student is reporting, the other group members are listening and completing their knowledge of the topic. You can have them take notes, fill in chars, answer questions on worksheet, etc.Example topics: A long story of text Descriptions of a house, having each group research a different room School subjects, each group researching specific class Sport teamsIMPORTANCE SCALELEVEL: INTERMEDIATE/ADVANCEDStudents will be asked to identify different appliances or household needs and list them for importance. For example:Refrigerator, Washing Machine, Shower, Toilet, Tea/Coffee Maker, TV, Radio, Telephone/Cell phone, Light bulb, Cooker, ComputerThe list of items may come from a vocabulary set. Have students rate them in importance. This will create a discussion about the different items and their importance.DIALOGUE JOURNAL LEVEL: INTERMEDIATE/ADVANCEDHave students complete the following sentences:Dear (teachers name),I wishI thinkDo you?Promise the students you will respond in writing. This becomes the first page of a dialogue journal. From time to time repeat this activity, sometimes with a question to be answer and sometimes with open statements. Always assure the students you will respond in writing. A sample response is as follows:Dear Tatiana,What is the best thing that happened during your holiday? Do you every worry about anything? The best thing that happened during my holiday was that I had time to spend with my husband. Sometimes I worry about my family in America. Please answer. Mrs. SmithQUESTION FORMULATION GAMELEVEL: INTERMEDIATE/ADVANCEDWrite an answer on the board and ask the students to devise as many questions as possible to which this can be the answer. For example, the teacher could write on the board, Jessica is not in school today. Possible questions: Who is not here today? Where is Jessica? Why didnt Jessica take the test? Did Jessica get in trouble? Etc.Creative Writing Using PicturesLEVEL: ADVANCEDHang up five pictures on the board in any order. Have students create a story that links all five pictures together in any order they choose. They must name characters, describe a setting, and use a plot that makes sense. Tell them it has to be 10 sentences at least.Encourage them not to worry about spelling and grammar as much as the content of their stories. While they are writing, play some music that contributes to the creative environment if its available. When each student or pair is finished, have them come to the front of the room, arrange the pictures in the order to their story and share what they wrote.IMPORTANT WORDLEVEL: ADVANCEDTell your students, Today we will do an activity which will help you speak English well. Pretend that a dictator came to Ukraine. This dictator said, Each person in Ukraine can only have five words to use. Think of what your five most important words.First students will write their five most important words in their copybooks. Then ask the students to write the word in a sentence. Class is divided onto teams. Students should discuss their words and reasons why they chose that word. Call on someone to read one of the sentences. If it is correct, that students team gets a point. Students interview one another after the activity and ask one another their five most important words. Students write correct sentences using these words.AROUND THE WORLDLEVEL: ALLHave two students that are sitting next to each other stand up. You say a verb in the infinitive, and the students must try to conjugate it in, for example, the past indefinite. Whoever correctly conjugates the verb first moves on to the next student. If a student incorrectly conjugates, then he or she sits in the seat of the last student that they stood next to. See how long students can go moving from one student to the next.You can also do this activity with vocabulary; either by showing a picture of a vocabulary word and the first student to correctly say the word moves on. Or you can say the Ukrainian translation and the first student to say the word in English moves on.SLAPLEVEL: ALLMake card decks for the letters of the alphabet, for classroom words and objects, for each vocabulary unit such as colors, animals, clothing, and food. Place all the picture cards face up in front of the players. As you turn over each word card and call out the word, the first person to slap the matching picture gets to keep it. If the person slaps the wrong picture, he is out and another person joins the group (or you can make the person forfeit a card). Whoever has the most cards at the end is the winner.You can do this in reverse, and when you turn over a picture, they have to slap the word.If you have a group of students who quickly sight-read the words, put them together and for that group just turns over the card with the word and they must read it and then slap.A student who is good at the game can be leader while you observe the level of mastery of students playing the game.You can change the rules so that a person must not only slap the card, but use the noun in a sentence (or use the noun in a sentence with the verb in the present continuous).More challenging: turn all the picture cards over so only the backs are showing. Then the person must slap the card he thinks or remembers is the correct match. If incorrect, the card is turned back over and the next person takes a turn. The goal is to remember where the cards are.KIMS GAMELEVEL: ALLMake card decks for the letters of the alphabet, for classroom words and objects, for each vocabulary unit such as colors, animals, clothing, and food. Lay out either word cards or picture cards, but not all of the deck. (As a review activity, mix the decks and lay out words from several decks to be reviewed.) Give students thirty seconds to look at the cards, and then cover them with a scarf. Ask the first student to tell which cards are under the scarf. If students can write the words, ask them to make a snowball list: you can ask one student to write one word on a sheet of paper, and then ask other students to add to the list. Uncover the cards again briefly so they can complete the list. (You can then play Slap with the pictures that are already lying there.)Alternate: Once the students have named all the cards, cover the cards and ask the students to close their eyes. Reach in and remove once card. Try to move the other cards around so it is not obvious where the missing card was. Students open their eyes, you remove the scarf and they must try to guess which picture you removed. Return that card and then do the same again. Removing one, two or even three cards, depending on the level of the class.SNOWBALL SENTENCES AND STORIESLEVEL: ALLMake card decks for the letters of the alphabet, for classroom words and objects, for each vocabulary unit such as colors, animals, clothing, and food. Lay out several pictures form the unit and ask each group to make a crammed sentence or, if there are enough words, a crammed paragraph using all the words. A variant is to post several pictures and tell the students to create a story that ties all the pictures together. (Be prepared to demonstrate this the first time as it will be difficult for the students). Then tell them that the story must also contain the vocabulary words.A snowball paragraph or story begins with the first student in a group. (Doing this with the whole class is hardgroups of four or five students is better.) The first student makes up a sentence to begin a story and uses one of the words displayed. He then removes that word from the table. The next student adds to the snowball with another sentence in the story, using other words from the table. If the sentence is acceptable, he removes that card from the table. This continues until all the words have been used and then the group makes up the sentence (or sentences) to end the story. Ask groups to share stories with the class. Follow up activities: Ask another group or the same one to illustrate the story, and then ask other students to tell what event in the story is being illustrated. Ask students to act out the story. If a story is particularly good, turn it into a class story, which you read while the students mime or call out appropriate parts of the story.WHISPER CHAIN/TELEPHONELEVEL: ALLDivide the class into two teams. Line up the players. If there are an odd number of players, one can be the teachers helper. The teacher or his helper whispers a message to the first person of both group A and group B. The game only starts when both players know the message. Then each player whispers the message to the next player in his group successively until the last player gets the message. The team which can repeat the message first and correctly receives a point. Start the game over with the second student of each group becoming the first ones in line.BOUNCE BALLLEVEL: ALLGood warm-up activity for the beginning of a class. Students make a circle or a line and the teacher bounces the ball to the first student and he says (the English version of) his name. He must bounce it back to the teacher, saying her name, or to someone else in the circle saying their name. If he bounces the ball and doesnt say the name, he has to sit down.After learning new vocabulary, play bounce ball using the words. A student make a circle or line, and the teacher calls out a vocabulary word and bounces the ball to a student, who then must say another recently learned vocab. word. That student bounces to another, who must immediately say a third vocab. word, and so on. If someone repeats a word or doesnt say a word, that person must sit down.You can play bounce ball with COLORS, and LETTERS of the alphabet, and even NUMBERS:You call out a color, bounce the ball, and the receiver must say something that is that color. You can continue with the same color for two more bounces, or have that person call out a color and bounce it to another student, who must name something that color, and so on. With the alphabet, you call out a letter and bounce the ball. The person receiving the ball must say a word that begins with that letter. Or you can call out the word and the person must tell the first letter. To play with numbers you can say The number after 14 and bounce the ball or the number before 20 and bounce the ball. If you know the numbers in Ukrainian, you can say the Ukrainian number and the student says the English equivalent. With this game, or while learning any of the games above, the ball should come back to the teacher after each student.When the students begin to learn verb tenses or sentence patterns with the verb to be, use the bounce ball to involve all in practicing the tenses. You call out a verb and bounce the ball to a student who must then use that verb in the present continuous or the present simple. If students are learning the verb to be, call out the pronoun I and the student must then say I am.If your students are not agile enough to catch the ball easily, you can seat them in chairs in a circle and have them roll the ball back and forth. If you want to keep them in seats, use a lightly-inflated balloon that students can pat back and forth like a volleyball. In this case, you are playing Vocabulary Volleyball, rather than Bounce Ball.GOOD MORNING BALLSLEVEL: ALLDo this activity in the morning at the beginning of class.Have three different colored balls (they should be very light weight and small). Get the class to make a circle. Give three people a ball and assign each ball a phrase. (Ex: green ball = How are you? Red ball = good morning blue ball = Fine thank you. And you?) Students gently throw the ball to each other and the student who catches the ball must say the phrase.INSIDE/OUTSIDE CIRCLESLEVEL: ALLWhenever you want all the children to practice a particular kind of speaking (for example: introduction) or asking and answering questions, make two circles of students, one inside the other. Have the inside circle face the outside circle. Each student should be facing a partner. When you say go, the person on the inside introduces himself to the person on the outside. When you say switch, the person on the outside introduces himself to the person on the inside. When you say change partners, the circle on the outside takes one step to the left. Now everyone is facing a new partner. Repeat the activity. When everyone is back to his or her original partner, as the class questions about what you have learned. (For example, Whose hobby is collecting coins? What did you learn about Sergei? How many sisters does Petya have?)With vocabulary words, the inside circle members could each have two picture cards. The outside circle partner must say the words in English and then use it in a sentence.Students can practice the question forms by asking each partner in turn a particular type of question. The big advantages of the circles are 1) everyone is speaking English, not just one or two students, and 2) in a big circle, even shy or reluctant speakers are more comfortable speaking English because they dont feel that everyone is watching them.LOTTO AND BINGOLEVEL: ALLNUMBERSA Bingo card is a grid (5 squares across, 5 squares down would mean a total of 25 squares, for example), and in each square of the grid is written whatever is being tested. For example, if you are teaching numbers 1-30, then you will randomly write a number (1-30) in each square. Each student must have a Bingo card, and each card must hold a unique combination of numbers (so if on one card the first row reads 1, 5, 20, 13, 6, then another card would read 2, 5, 30, 15, 27). The teacher will have a bag or box which contains all of the possible Bingo calls (scraps of paper with the numbers 1-30, for example). The teacher will pull a paper out of the box/bag and read aloud. Students will then look at their board to see if they have that number. If they do, then they will cover it with a marker (dried beans are good, or slips of paper). The first student to get, for example, 5 beans in a row must say Bingo to win. COLORSFor a simplified version of Bingo, children can quickly make their own bingo scorecards: have each child draw five circles on a sheet of paper and color each one a different color. Collect all the bingo scorecards and redistribute them when you are ready to play Bingo. Each student will need something to mark their scorecard with (dried beans are good). Put the colors in a box or bag, and pull one out. Call out the color, and if a child has that color on his scorecard, he may place a bean on that square. The first child to have beans on all his colors shouts Bingo and is a winner.ALPHABETOnce the children have learned many numbers and all the letters of the alphabet have them fold a sheet of paper so they create either nine squares or twelve squares. Ask each child to write letters of the alphabet, one per square with no repeats, and not in order. Now you have lotto cards. Collect them. When you are ready to play, turn over the alphabet deck and call out each letter. As above, students should mark each letter on the lotto card when it is called. The first child to have a row of three going up, down, or diagonally calls out Lotto and is the winner. Be sure to check that you did call the letters on that card! When you are learning clothing, classroom objects, foot, etc. you can prepare lotto/bingo cards yourself drawing pictures of the foods, etc. Or, you can make scorecards with vocabulary words in each square, and pull either a definition or a picture out of the bag/box. It is important that every lotto/bingo card be different.

PREPOSITIONSSimon Says with prepositionsLevel: INTERMEDIATEHave the students play Simon Says (teacher gives command and students obey only if the command was preceded by the phrase Simon Says). The teacher will use commands with prepositions in them. Example: Simon Says sit on your chair. Simon Says get under your desk. Simon Says go to the center of the room.PREPOSITION CARDSLEVEL: INTERMEDIATE/ADVANCEDTeacher gives each student a preposition card and students move around the room to use their proposition to describe the location of objects in the room in a complete sentence. Students change cards and describe different objects.DRAW A ROOMLEVEL: INTERMEDIATE/ADVANCEDTeacher reads a description of a room. Students listen and draw what they think the room looks like. Example: The rug is in the middle of the room. The sofa is near the wall. The door is to the left of the sofa. The table is to the right of the sofa. The TV is across from the sofa. The window is to the left of the TV. Students compare drawings and try to create the correct room on the board.FILL IN THE PREPOSITIONLEVEL: INTERMEDIATE/ADVANCEDPrepare a text that contains prepositions. Take out the prepositions and print them on a separate sheet, then cut this sheet so that each preposition is on a piece of paper, then put all of them in an envelope. Divide the class into groups and give each group an envelope. Tell the students that you are going to read a text and whenever you raise your hand they should bring a suitable preposition and put it on your desk. The fastest team receives points. Read the text as students have made it (using the prepositions given to you) and deduct points for mistakes. Finally, read the text with the correct prepositions. This game can be played with adjectives as well as a, the and an.PREPOSITIONS IN A BAGLEVEL: ALLDo this activity on the same day or day after you do the Gestures activity.Put 10 household objects in a bag that cant be seen through. (Suggested objects: napkin, small book, tea cup, rubber band, cork, plastic spoon, eraser, etc.) Gather the students around a central table or desk. The teacher should demonstrate this the first time. Take the napkin out of the bag and lay it flat on the table. Say, The napkin is on the table. Pupils repeat. You may then take one object after another out of the bag and place each one somewhere on the napkin to practice under, in , around, between, etc. If your group is quick, you can begin and then have the pupils take turns placing an object from the bag. The pupil must then make a sentence telling where the object is on the desk while using a preposition. This becomes a snowball activity. As each object is added, the pupil must say where his/her object has been placed, and then go back through all the other objects that have been placed, saying where each is. (Ex: The shoe is in the middle of the napkin. The spoon is on the corner of the napkin. The playing card is between the spoon and the shoe. The cup is under the napkin.) Once students have done this with you successfully, distribute bags (with different items, if you wish) to each group. Have each group in turn perform the drill.Listen and DrawLevel: AllRead aloud to the students a description of objects in a bedroom. The desk is in the center of the room. The carpet is under the bed. The window is on top of the shelf. Students must listen and draw what they hear the teacher reading.First, the teacher should have a student demonstrate this for the class. Choose one student to draw the room on the board as the teacher reads the description aloud to the students. If the student drawing it on the board gets it wrong, the rest of the class can help.Have the students work in pairs to draw the room as the teacher reads the description of the room aloud.When all the sentences are read, the teacher should show the picture of the room. The students should check to see if it looks the same.Repeat this, only this time, have the students listen and draw individually. Again, compare the teachers drawing of the room with the students.For homework, have the students write five sentences describing their rooms and draw their room. The next class period, have students work in pairs: one should read their sentences aloud while the other student draws the room. Then the teacher student should show their picture and compare. Repeat with the other student reading their description.GESTURESLEVEL: ALLReview a posted list of prepositions. Use gestures and ask the pupils to both say the word and demonstrate the gesture. Go through the sequence until all the pupils can quickly make the appropriate gesture. Then call on one pupil and, without cuing (that is, you dont show the gesture), call out a preposition and the pupil must say it and make the appropriate gesture. Do this with parts of the class, pairs, or one student.This process is called Total Physical Response (TPR), and it helps pupils remember not just with their brains or eyes, but also with their hands and bodies. Repeat this activity at intervals throughout the year.Suggested gestures:Onlay both hands flat, with the right on top of leftInmake a cup with the left hand and put the right hand into itUnderput one hand out flat and then put the other hand under itNext tohold your arm out next to you with the hand pointed down, point to the hand with your other hand and indicate that it is next to youBetweenput the next to arm in position, then use your other arm to show between hat arm and your bodyBehindwith your hand, point over your shoulder and behind youIn front ofpoint with your hand to a space in front of your chestIn a cornermake a cover with your feet and point to it with your handIn the middlehold one hand out flat, and with your other hand point into the middle of the flat handAroundhold one hand upright, and with the other hand, circle the raised handAbovehold a hand above your headBelowhold one hand out flat, then bring the other hand in a semi-circle to be below the first hand-do NOT do it the same way as under

DIALOGUETELEPHONE SKILLS: ROLE PLAYLEVEL: ADVANCEDPrep time: 5 minutesCopy the role plays at the bottom of this page and cut them into strips. Make enough copies of the Response Sheet to give one to each pair of students in the class.Directions: There are a number of ways to use role-play in class. For these particular cards we recommend the following:1. Place two chairs back to back at the front of the classroom2. Explain to the class that the students will be coming up to these chairs to perform impromptu role-plays. Because these role-plays take place on the telephone, students will not be allowed to see their partner.3. Divide the class into pairs. 4. Students who are not sitting at the front of the room performing their role play will fill out the Response Sheet.5. Choose two students from the class to come and sit in the chairs.6. Hand each one a card (give one student A and the other B).7. Allow students to act out their role-play as the rest of the class listens and takes notes.8. Once the role-play is finished, give all the pairs a couple minutes to compare their answers to the questions9. Then, ask for feedback from the whole class about the answers. Provide any useful telephone expressions and reformulations.10. Now, ask the first pair to select the next pair.11. Have these next two students come to the front of the room and repeat the process.12. Once you have gone through all the cards, you should pass them out again. (Make sure each pair receives a different situation from the one they performed for the whole class.)13. Give the class a few minutes to act out the role-plays simultaneously. (If they seem to like this activity and you still have some time, you might want to have pairs trade situations and do it again.)14. Finally, bring the class together and select a few students to report back on the simultaneous role-plays.Role Plays: (There are enough for 18 students)A (1): You are calling your friend Ken. You want to invite him to a party this Friday.B (1): You answer the phone. The person on the other end of the line wants to speak to Ken. You dont know anyone named Ken.A (2): You want to reserve a table for five at a restaurant called Slanted Door. Call the restaurant and make a reservation for 8:00 this Saturday.B (2): You work at a restaurant called Slanted Door. Answer the phon. (The restaurant is completely booked for Friday and Saturday nights this week.)A (3): You need to make a doctors appointment because you hurt your back while you were cleaning the house. Call the doctors office and make the appointment.B (3): You work in a pediatricians office answering the phones. (Note: a pediatrician is a doctor for children.)A (4): Your friend just borrowed your car to go get some more juice. Call him (on his cell phone) and remind him to get some chips and salsa.B (4): You borrowed your friends car to buy more juice. You have just driven into a lamppost. You are not hurt, but the car is badly damaged. Your cell phone rings.A (5): Youre on vacation with your friend in Las Vegas. You have just spent all your money. Your friend is upstairs in the hotel room. Call your friend and ask to borrow $60.B (5): Youre asleep in your Las Vegas hotel room. Your friend is still downstairs in the casino. Its four oclock in the morning. The phone rings.A (6): Call your girlfriend/boyfriend to let them* know that youll be home very late because you have to work. (*them = him or her (informal)B (6): Your girlfriend/boyfriend is always staying out late. You suspect that they* are up to trouble. The phone rings. (*they = he or she (informal)A (7): You promised your mother that you would water her plants while she was away on vacation. You forgot. The plants are dead. The phone rings.B (8): You are away on vacation in San Francisco. You have a lot of beautiful plants. Call your son/daughter to find out how your plants are doing.A (9): You have not finished writing your English essay. Call your teacher and ask if you can turn it in late.B (9): You are an English teacher. The phone rings. Its one of your students.A (10): You live in an old flat. Things break down all the time. This time, your toilet is flooding the bathroom.B (10): You own a beautiful old apartment building. You have one tenant who is always calling you to complain. The phone rings.Response SheetPhone CallWho are the two callers?What is the purpose of the phone call?How does the phone call end?List any useful telephone expressions you hear:Phone CallWho are the two callers?What is the purpose of the phone call?How does the phone call end?List any useful telephone expressions you hear:DIALOUGUELEVEL: INTERMEDIATE/ADVANCED(The following dialogues can be given to students to read/speak during class. Use as many students as is needed for each dialogue.)Greetings: Acquaintances-Matt: Good morning. -Maxine: Good morning. How are you today?-Matt: Just fine, thanks. How are you?-Maxine: Wonderful. Things couldnt be better.NEW VOCABULARY: acquaintance: a person one knows but not a close friend; things couldnt be better: everything is going wellGreeting: Good Friends-Dotty: Hi! Whats up?-Vivian: Nothing much. Whats new with you?-Dotty: Not too much. Ive been pretty busy.-Vivian: Me too. Seems like all I do is eat and sleep.-Dotty: Gotta go. Call me tonight.-Vivian: Okay. Ill call you later.NEW VOCABULARY: hi: informal way to say hello; pretty: rather, somewhat; whats up: whats new? (used informally); seems: it seems; gotta: Ive got to, I mustGreetings: Family -Mother: Good morning.-Son: Morning. Whats for breakfast?-Mother: The usual. Eggs, toast, and cereal. Coffee, if you want.-Son: I think Ill just have cereal for a change.-Mother: Help yourself. The cereal and sugar are on the table. The milks in the refrigerator.NEW VOCABULARY: whats for breakfast: what are we having for breakfast?; just: only; help yourself: serve yourself as much food as you wantEarly in the MorningGene: Its time to get up!Ed: I just went to bed!Gene: You shouldnt have stayed up so late watching TV. I told you we had to get an early start.Ed: I know, but that movie was too good to leave. I guess Ill just have to pay the price.Gene: Do you want to eat breakfast here?Ed: No. Why dont we just grab a bite at the coffee shop next door?Gene: Okay by me.NEW VOCABULARY: TV: television; get an early start: leave early in the morning; just: simply; pay the price: suffer the consequences; grab a bite: get something to eat, informal; coffee shop: a type of restaurant; okay by me: its all right with meDaily Needs-Judith: This is the last of the milk.-Mother: I know. I intend to go to the store today.-Judith: Would you get some of that new cereal we saw advertised on TV?-Mother: Which one?-Judith: You know the one with the silly ad about how vitamins jump up and down.-Mother: Oh, you mean Kikies-Judith: Yeah. Thats the one.-Mother: Well, Ill see. Sometimes the stores dont have some of the new kinds of cereal.NEW VOCABULARY: last of the milk: there is no more milk, this is the last bit of milk; silly: foolish; ad: advertisement; yeah: yes, informal; Ill see: Ill examine the possibilityAirport Bus-Stan: What time does the bus leave for the airport?-Harry: I dont know. It used to leave every half hour, but I think the schedules been changed.-Stan: Do you know the telephone number to call?-Harry: Its Enterprise 7-4700. At least thats what it used to be.-Stan: Yeah, Ill try it. (Pause) They dont seem to answer.-Harry: I expect that its a little too early. I dont think they open until nine oclock.NEW VOCABULARY: at least: in any caseMaking a Date-Drew: What time are you leaving tomorrow?-Paul: You mean to go to the graduation ceremony?-Drew: Yes, Id like to go with you if I may.-Paul: Id be delighted to take you. I plan to leave here about nine-thirty.-Drew: Fine. I can be ready by then.-Paul: Okay. Ill pick you up at your house.-Drew: See you tomorrow, then, about nine-thirty.NEW VOCABULARY: making a date: making a social appointment; Ill pick you up: Ill come to your houseCatching a Bus-Steve: It this where I catch the bus for the zoo?-Alan: You can take a T-30 from here, but then you have to walk about six blocks.-Steve: That doesnt sound too bad.-Alan: Actually, if you go to the bus stop on the next block, you can take a Z-8 that will let you right off in front of the zoo.-Steve: Maybe thats what Ill do. Thanks a lot.-Alan: Youre welcome.NEW VOCABULARY: catching a bus: getting on a bus; T-30: number of a bus; that doesnt sound too bad: that doesnt appear to be difficult; let you right off: take you exactly to the spotOrdering Breakfast-Waitress: Would you like to order now?-Phil: Yes. Id like back and eggs with buttered toast. No jelly.-Waitress: What would you like to drink?-Phil: Do you have hot chocolate?-Waitress: Yes, we do.-Phil: Then, Ill have a cup of hot chocolate.-Waitress: How do you want your eggs?-Phil: Over easy, please.NEW VOCABULARY: how do you want your eggs: how do you want your eggs prepared?; over easy: egg fried on one side and slightly on the other, with the yolk left uncooked or partially cooked, not hard (other ways to prepare eggs are scrambled, fried (hard), boiled (soft, hard), and poached)Near Accident-Quinn: How about that!-Kerwin: What? What happened?-Quinn: Did you see what that guy did?-Kerwin: No. I was looking the other way.-Quinn: He made a U-turn right in the middle of the block and almost hit a kid on a bicycle.-Kerwin: Drivers get crazier every day!-Quinn: Right. Nobody wants to drive by the rules anymore!NEW VOCABULARY: near accident: almost an accident; how about that: just consider what happened!; guy: man; I was looking the other way: I was looking in the opposite direction; u-turn: turn a vehicle such as a car or truck in the shape of a UArrival Time-Pat: What time does mothers plane get in?-Cliff: Im not sure, but I think at 2:35. Ill call the airline to make sure.-Pat: Why dont you do that while I change my clothes?-Cliff: Do you think Dick or Brenda will want to go?-Pat: I dont know. I guess we could call them.-Cliff: I know Dick has to work, but maybe Brenda can go.-Pat: Okay. Call her first, then the airline. Ill go get ready.NEW VOCABULARY: get in: arriveAfter the Game-Gloria: Did you watch the game last night?-Roy: I sure did. I wouldnt have missed it for anything!-Gloria: I think it was one of the best games Ive ever seen.-Roy: Me too. I thought both teams played super ball. Too bad one had to lose.-Gloria: Yeah. I thought they were evenly matched. It could have gone either way!-Roy: That shot that won in the last fifteen seconds was really something.NEW VOCABULARY: I sure did: I certainly did (watch the game); played super ball: played extremely well; too bad: unfortunately; it could have gone either way: either team could have won; really something: extraordinary; quite unusualGoing for a Walk -Roger: What did you say?-Claire: I said that its a lovely day. Why dont we go for a walk?-Roger: Can you wait a few minutes? I have to finish this letter.-Claire: Dont take too long. It would be a shame not to take advantage of such lovely weather.-Roger: I wont be long. No more than ten minutes. Why dont you go ahead and Ill meet you in the park.-Claire: Believe I will. Look for me near the rock garden.NEW VOCABULARY: dont take too long: dont delay; go on ahead: proceed (to the park); look for me: meet meWhats for Dinner?-Mother: I wonder what we should have for dinner this evening?-Mana: Are you asking me?-Mother: Yes, I am. I really dont feel much like cooking, but the family must eat.-Mana: Well, you know me. I can always eat a pizza or spaghetti.-Mother: So Ive noticed. Youre putting on a little weight, arent you?-Mana: I know. Dont remind me! Im starting a new diet day after tomorrow.-Mother: Its about time!NEW VOCABULARY: I wonder: I wish to know about; pizza: a spicy Italian dish made like a pie from bread dough and covered with cheese, tomato sauce, meat, spices, etc.; putting on a little weight: gaining weight; dont remind me: dont call it to my attention!; its about time: its the right time (to begin)!Academy Awards-Janice: Did you see the Academy Awards program last night on TV?-Rob: I watched for a while; then I had to go to bed.-Janice: You missed a good show. I didnt agree with the selection for best picture, though.-Rob: I guess I missed that part. What happened?-Janice: Oh, they chose some picture that was so avant-garde that no one understands it.-Rob: Well, I dont go to the movies very often. You know me. I prefer more active-type things.-Janice: Too bad. I really wanted to discuss it with someone.NEW VOCABULARY: academy awards: awards in the film industry given annually for the best movie, best actor, best director, et cetera. The awards, or small statues, are called Oscars; avant-garde: in the arts, having to do with creative ideas, methods, designs, et cetera, that are ahead of all othersAt the Hotel-Clerk: Yes, sir. May I help you?-Tony: I have a reservation for tonight. Tony Davis.-Clerk: Just a moment, please, while I check. That is correct. You have a reservation for a three-room suite for tonight.-Tony: Im afraid there has been a mistake. I only asked for a single room, not a suite.-Clerk: Im sorry, Mr. Davis, but we have only the suite available. Your request arrived too late to reserve a single. Theres a large convention in town this week and were full up.-Tony: Well, if thats the way it is, Ill have to take it.-Clerk: Just sign the register here and Ill have your bags sent up later. Its suite 718.NEW VOCABULARY: may I help you: may I serve you?; were full up: all of our rooms have been rentedAfter the Movie-Pamela: I really enjoyed that movie!-Scott: I did, too. At first I thought it was going to be a drag, but then it really got good.-Pamela: What part did you like the best?-Scott: Oh, I dont know. I guess the scene that grabbed me the most was the one in which the old man was dying.-Pamela: I liked that one, too. In fact, I cried.-Scott: To tell you the truth, I had a few tears in my eyes.-Pamela: Now what?-Scott: How about a coke and hamburger?-Pamela: Super!NEW VOCABULARY: be a drag: be boring or uninteresting; the scene that grabbed me the most: the scene that most moved me emotionally; coke: coca cola or any soft drink; super: wonderfulAt the Bank-Teller: May I help you?-Nancy: Id like to cash this check, please.-Teller: Do you have an account with us?-Nancy: Yeah. Heres my identification card.-Teller: Do you want large or small bills?-Nancy: Actually, I want to buy some travelers checks.-Teller: What denomination?-Nancy: Twenties would be fine.-Teller: Do you want the whole amount in travelers checks?-Nancy: yes, please.NEW VOCABULARY: to cash this check: to receive money for this check; large or small bills: bills of large or small denomination; travelers checks: special checks issued by banks for a special amount and which can only be used by the buyerDiscussing a News Story -Helen: Did you hear about that guy who was struck by lightning?-Mavis: You mean the man up in Maine?-Helen: Thats the one; the blind guy who could see again.-Mavis: I read about him in the paper this week. Hed been blind for about eight or nine years.-Helen: Uh-huh. Wasnt he also able to hear again after the lightning hit him?-Mavis: Right. He didnt have to wear a hearing aid anymore.-Helen: I think its a miracle!-Mavis: Me too!NEW VOCABULARY: Maine: state in the northeastern part of the U.S.; uh-huh: yes; right: correct; hearing aid: a device to help deaf or partially deaf persons hear; me too: so do I!Talking It Over-Jeff: Cant we go someplace and talk? Its so crowded in here.-Sonia: Well, theres a little park down the street about three blocks. Its usually not crowded this time of day.-Jeff: Lets go. I need to get some fresh air anyway.-Sonia: Just what is it that you want to talk about?-Jeff: You remember that note you sent me last month?-Sonia: Which one? The one about the trip out West?-Jeff: Yeah. Thats the one. Listen. Ive got a terrific idea about the whole project and we need to discuss it.-Sonia: Wonderful! Id like to hear some of your ideas.NEW VOCABULARY: talking it over: discussing a matter or problem; anyway: in any case; just: exactlyWeekend Plans-Al: Hi, Im glad I ran into you.-Bob: Why? Whats up?-Al: Howd you like to go on a hike this weekend?-Bob: All weekend?-Al: Well, just Saturday and Sunday.-Bob: Im not sure I can be gone all weekend. I promised to help my sister move Saturday.-Al: How about Sunday, then? We could start early in the morning.-Bob: I might be able to do that. Tell you what. Let me check and Ill call you at home tonight.-Al: Great! Ill talk to you later.-Bob: So long.NEW VOCABULARY: Im glad I ran into you: Im glad I met you; whats up: whats happening?whats going on?; to help my sister move: to help my sister move her household effects to another house or apartment; how about Sunday, then: is Sunday a good day, then? tell you what: heres my opinion/reaction; let me check: let me verify; great: wonderful; so long: good-bye for nowDinner Invitation -Laura: Dont forget. Were invited out to dinner tonight.-Ted: Oh. I almost forgot. Thanks for reminding me. What time?-Laura: Seven-thirty. We should leave the house by six-thirty. You know how bad the traffic is that time of night.-Ted: Uh-huh. Its informal, isnt it?-Laura: Yeah. You can wear your new sports jacket.-Ted: Okay. Ill try to get home a little early.-Laura: Good. Bye-bye.NEW VOCABULARY: were invited out to dinner tonight: were invited to have dinner with friends or acquaintances; uh-huh: yes (I do); bye-bye: good-byeCar Insurance-Dick: I need to get car insurance. Ya got any ideas?-George: Well, you could try my company. It seems to have fair rates.-Dick: Do they insure older cars?-George: As far as I know, they insure all kinds of vehicles.-Dick: How long have you had a policy with them?-George: Oh, I dont know. Maybe five years.-Dick: And you say their rates are low?-George: Not low, reasonable. Ive always gotten good service from them. Let me give you their phone number and you can call them.NEW VOCABULARY: car insurance: insurance on automobiles in case of accidents, theft, bodily injury, etc.; as far as I know: to the extent of my knowledgeParents Night Out-Joe: Can you get a baby-sitter for tonight?-Susan: I dont know. Why?-Joe: Well, I thought we could go out for dinner and then to a movie afterward.-Susan: I can call Debbie and see if shes available. She usually doesnt like to sit during the week, but she might make an exception.-Joe: Well, do that, and then call me at the office if you have any luck.-Susan: Okay, but dont get your hopes to high. Its hard to find a good baby-sitter these days.NEW VOCABULARY: night out: evening away from home for the purpose of recreation or relaxationbaby-sitter: woman or young girl hired, usually by parents, to watch small children while the parents are away from the home; to sit during the week: to baby-sit on weekdays; if you have any luck: if you are successful; dont get your ho