Resourceful English Teacher

rofessional ersvectives

Series Editor Mike Burghall

The Resourceful English Teacher A complete teaching companion

Jon Chandler Mark Stone

Foreword This is, in m a n y ways , the b o o k that we w o u l d l ike to have been ab le to have to hand ourse lves -both as i n expe r i enced teachers starting ou r first jobs and as more e x p e r i e n c e d teachers l o o k i n g for fresh insp i ra t ion .

Rather than f o cus i ng on one resource area, as is

often the case, The Resourceful English Teacher

addresses the fu l l breadth of resources a va i l ab l e to

the language teacher, a n d offers a w i d e var iety of

activit ies and techn iques for the mode rn c l a s s room.

This b o o k a ims to be a resource in itself, present ing s t imu la t ing op t ions a n d a l ternat ives but w i thou t p resc r ib ing a spec i f i c a p p r o a c h to t each ing . I t c an be ' d i p p e d in to ' for a n e w w a y of r e cyc l i ng vocabu la r y , for e x a m p l e , or i t c a n be read at greater length in order to get a fresh perspect ive on us ing , say, newspapers or the O H P .

We hope that these pages w i l l be w e l l - t h u m b e d and the act iv i t ies w i l l be t r ied , p l a yed w i t h a n d m o d i f i e d , to suit y o u and you r c lasses - a n d that as a result y o u w i l l feel refreshed, and the expe r i ence o f be ing in you r c l a s s r o o m w i l l be richer, for both y o u a n d you r students.

In short, we hope that i t w i l l enab l e y o u to

b e c o m e a more resourcefu l Engl ish teacher.

Jon Chandler

Mark Stone

Contents Page

Foreword 3

Introduction 6

Section 1 9

Newspapers U s i n g w h o l e n e w s p a p e r s t o d e v e l o p a n d p r a c t i s e r e a d i n g a n d s p e a k i n g sk i l l s

Section 2 14

Articles M a k i n g the mos t o f i n d i v i d u a l a r t i c l es f r o m m a g a z i n e s a n d n e w s p a p e r s

Section 3 20

Songs S u c c e s s f u l l y c a p i t a l i s i n g o n the p o t e n t i a l o f s o n g s

Section 4 25

Readers U s i n g g r a d e d readers e f f ec t i ve l y , b o t h i n the c l a ss a n d i n the s tuden t s ' o w n t i m e

Section 5 31

Icebreakers and We lcoming Activities G e t t i n g c l asses a n d c o u r s e s off to a g o o d start

Section 6 36

Dialogues M a k i n g the mos t e f f e c t i v e use o f d i a l o g u e s f r o m a n y s o u r c e

Section 7 40

Warmers and Fillers C h a n g i n g p a c e , p r o v i d i n g con t r a s t a n d f i l l i n g a w k w a r d g a p s w i t h o u t w a s t i n g t i m e

Section 8 47

Circles G e t t i n g g r a m m a r a n d v o c a b u l a r y o u t i n the o p e n

4

Page

Section 9 52

Questionnaires H e l p i n g s tudents t o c rea te the i r o w n l e sson a s t hey ask a n d a n s w e r t he i r o w n q u e s t i o n s

Section 10 57

The Word Box R e c y c l i n g l ex i s so that i t b e c o m e s part o f the s tuden t s ' a c t i v e v o c a b u l a r y

Section 11 62

Dictionaries H e l p i n g s tudents use th is o f t en n e g l e c t e d r e s o u r c e to the fu l l

Section 12 67

The O H P C o n v e r t i n g a t o o l fo r p r e sen t a t i ons i n to a m e d i u m for i n t e r a c t i v e l e a r n i n g

Section 13 72

Computers U s i n g the c o m p u t e r as a ve r sa t i l e l e a r n i n g a i d w i t h o r w i t h o u t the latest so f twa re

Section 14 79

The Radio E x p l o i t i n g a ra re ly u sed but s u r p r i s i n g l y e f f e c t i v e m e d i u m

Section 15 83

TV and Video G e t t i n g v i d e o t o w o r k rather t han s i m p l y en te r t a i n

Appendix . 89

professional perspectives ser ies i n f o r m a t i o n 95

5

Introduction Today's l anguage c l a s s room is a c o m p l e x a n d

var ied p l ace . The d e m a n d s made on the l anguage

teacher are no less c h a l l e n g i n g .

On the one hand , you m a y be in a pos i t i on w h e r e a l l current t e chno logy is at you r d i sposa l (computer , v i d eo , internet). On the other h a n d , you may f ind yourse l f in a p l a ce w h e r e even a b l a c k b o a r d w o u l d be a luxury .

In both cases, y o u are requ i red to be resourceful.

This b o o k is des igned to he lp y o u in e i ther of these c i r cumstances , or as is mo re than p r o b a b l e , in any of the var iety of s i tuat ions that l ie b e t w e e n .

Using This Book The Resourceful English Teacher has been wr i t ten to be useful to a w i d e variety of teachers of Engl ish.

• For the less experienced teacher, there is a

wea l th of ideas to he lp y o u b u i l d up a

repertoire of act iv i t ies in the c l a s s r o o m .

• For the more experienced teacher, s o m e of the ideas in the b o o k m a y a l ready be fami l iar , a l t hough , even w i t h the tr ied and tested act iv ity, we have a t tempted to f i nd a n e w twist. H o w e v e r , most w i l l be n e w and w i l l he lp y o u to see the resources a va i l ab l e to you in a n e w l ight.

• • For the teacher trainer, there is a w i d e

range of mater ia ls to he lp y o u p l an sessions

on i nd i v i dua l areas o f c l a s s r o o m t e c h n i q u e .

Planning Your Lessons The Resourceful English Teacher is not a b o o k of

lesson p lans but of act iv i t ies , strategies and games ,

des igned to he lp y o u exp lo i t the resources and

tools a r o u n d y o u , whatever they are.

• Students en joy songs but, in fact, rarely

w a n t to s ing t h e m . W h a t else c an y o u do?

• L o w leve l students f i nd video d aun t i ng .

W h a t k inds of tasks c an br idge the gap?

• H o w can y o u use the O H P to create an

interact ive g r a m m a r game?

• W h a t do y o u do w i t h a radio in a

c l a s s room?

As this is not a b o o k of lesson p lans , y o u c an be f l ex ib l e in the w a y y o u use the act iv i t ies . They c an be used w i t h i n a range of di f ferent lesson formats a n d at di f ferent stages of the cou rse .

• A filler m a y c o m e at the b e g i n n i n g of a lesson, to l i ven up students, in the m i d d l e , to i nd i ca te a c h a n g e of pace or focus , or at the e n d , to f i l l an a w k w a r d gap .

• A circle game m ight be used to f i nd out w h a t students k n o w or to pract ise wha t y o u have a l ready taught t hem ... or bo th .

• An icebreaker c a n be used at the b e g i n n i n g

of a cou r se or as a w a y of c l e a r i ng the air

after an e x a m .

6

Planning Your Course I f you w o r k w i th a c o u r s e b o o k y o u m a y be look ing for ways of b r i ng ing in authent i c mater ia ls either to augment a unit or to rep lace mater ia ls that are less re levant to you r students ' interests or needs. If this is the case , the Sect ions on Newspapers, Articles and Songs w i l l g i ve y o u the ideas you need to do this w i t h c o n f i d e n c e .

Al ternat ive ly , y o u may w i s h to use ex is t ing cou rse

material but in a dif ferent w a y that w i l l b r ing it to

life for your c lass .

• Dialogues c an be presented in a var iety of ways and then pract ised in o rder to m e m o r i s e phrases or w o r k on stress, rhy thm and in tona t ion .

• G r a m m a r can be pract ised out l o u d us ing

circle games.

• Persona l i sed speak ing tasks c an be tu rned

into questionnaires for students w h o are

re luctant to v o i c e their o p i n i o n s

spontaneous ly .

A number of act iv i t ies in his b o o k w o r k w e l l as ' threads' th roughout a course . Th is means that y o u can use them on a regular basis, perhaps o n c e or tw ice a w e e k to g ive c o h e r e n c e and structure to a series of lessons. As students becorne more fami l iar w i th the act iv i t ies , they w i l l beg in to use them^more ef f i c ient ly as the need to e x p l a i n the ' hows ' and the ' w h y s ' o f the game d i m i n i s h .

• Word box act iv i t ies c an be used to b u i l d

y o u students ' ac t i ve vocabu l a r i e s over the

cou rse .

• Articles act iv i t ies c a n he lp to estab l i sh

strategies that students c a n use w h e n

read ing o n their o w n .

• A circle game c a n be p l a yed several t imes. Each t ime y o u c an 'stir i n ' mo re language, m a k i n g i t m o r e c h a l l e n g i n g .

7

Finding Your Way The t w o hundred act iv i t ies of The Resourceful English Teacher have been des igned to be as

access ib le and easy to use as poss ib l e .

Sections The b o o k has been o rgan ised into Sec t ions , e a c h

of w h i c h focuses on a par t i cu la r resource . You w i l l

f ind a very brief exp l ana t i on of e a ch resource on

the Contents pages.

c lass as a w h o l e . If there is a compe t i t i v e e lement ,

or i f the students need to be ab le to m o v e a r o u n d ,

then this too is i nd i c a t ed .

Equipment / Materials Here are l isted the th ings y o u w i l l need to have w i t h y o u in the c l a s s r o o m .

Plus... Here y o u w i l l f i nd any spec i f i c mater ia ls that you

w i l l need to f i n d , o r to prepare , and on w h i c h the

act iv i ty is based .

Activ it ies

Each Ac t i v i t y has been g i ven a short a n d , we hope , m e m o r a b l e tit le f o l l o w e d by a brief desc r ip t ion of the m a i n a i m and a set of p rocedures that c an be taken in at a g l ance .

Append ix

Suggested mater ia l for s o m e of the act iv i t ies f rom the Circles sec t ion is p r o v i d e d in a separate A p p e n d i x at the back of the b o o k .

Headings A series of Head ings ind icates eve ry th ing y o u

need to k n o w to carry out each act iv i ty

successfu l ly .

Levels We have suggested wha t we cons ide r the o p t i m u m leve l , or range of levels , for e a c h act iv i ty . These are desc r ibed as: beg inner , e lementary , pre-intermediate , in termedia te , upper- intermediate and a d v a n c e d . m

Activity types We ind ica te whe the r students w i l l be w o r k i n g in pairs or g roups ; if this is suggested as an o p t i o n , then the act iv i ty c an a lso be o rgan ised for the

8

Newspapers Newspapers are a v a l uab l e but often under-used c lassroom resource . There is a breadth of cove rage in them, w h i c h means there is some th i ng of interest to a lmos t a l l readers. They p rov i de a g o o d source of popu l a r cu l tu re , as they often i n c l u d e articles on p o p mus i c , TV and sport, as w e l l as advert isements for p roduc ts a n d events. O n e newspaper may be the source of a w i d e range of activit ies, for a l l leve ls .

M a n y teachers are afra id that their students m igh t be in t imidated by Engl ish language newspapers . In this sect ion , however , we offer a range of act iv i t ies w h i c h acqua in t students w i t h newspapers th rough appropriate tasks for their level of Eng l i sh .

You may w i s h to cons ide r w h i c h Eng l i sh-speak ing countries your students ident i fy w i t h most positively. Very often this iden t i f i ca t ion conven ient l y c o i n c i d e s w i t h the ava i l ab i l i t y o f newspapers, but it is w o r t h r e m e m b e r i n g that most newspapers c an be ob ta i ned f rom their pub l i shers by post.

N e w s p a p e r s

Describe a Typical Reader

Use newspapers to stimulate your students' curiosity about English-speaking cultures

Level E l e m e n t a r y o n w a r d s

Activity type G r o u p w o r k

Equipment/ Materials N o n e

Plus ... T h r e e o r f o u r d i f f e r e n t E n g l i s h l a n g u a g e n e w s p a p e r s

• P u t t h e s t u d e n t s i n t o s m a l l g r o u p s .

• G i v e e a c h g r o u p a d i f f e r e n t n e w s p a p e r a n d t h e n a m e o f a t y p i c a l p e r s o n w h o m i g h t r e a d t h i s n e w s p a p e r . T h e a i m f o r e a c h g r o u p i s t o u s e a n y c l u e s i n t h e n e w s p a p e r t o h e l p w r i t e a d e s c r i p t i o n o f t h i s t y p i c a l r e a d e r .

• A t l o w e r l e v e l s , b r a i n s t o r m a n y q u e s t i o n s o n e m i g h t a s k a b o u t a p e r s o n , f o r e x a m p l e ' W h a t d o e s h e l o o k l i k e ? ' ' W h a t ' s h e r t a s t e i n c l o t h e s ? ' a n d w r i t e t h e s e o n t h e b o a r d .

• I n g r o u p s , s t u d e n t s t r y t o a n s w e r t h e s e q u e s t i o n s i n o r d e r t o b u i l d u p a p i c t u r e o f t h e i r i m a g i n a r y r e a d e r .

• S t u d e n t s t h e n p r e s e n t t h e d e s c r i p t i o n o f t h e i r t y p i c a l r e a d e r t o t h e c l a s s .

• A t h i g h e r l e v e l s t h i s a c t i v i t y c o u l d b e u s e d a s a n i n t r o d u c t i o n t o a w i d e r d i s c u s s i o n o f c l a s s a n d p o l i t i c s i n m o d e r n B r i t a i n , t h e U S A o r w h e r e v e r .

Ailing Newspaper

A challenging task which puts your students at the heart of Fleet Street

Level I n t e r m e d i a t e o n w a r d s



Plus... T w o d i f f e r e n t E n g l i s h l a n g u a g e n e w s p a p e r s (see b e l o w )

• P u t t h e s t u d e n t s i n t o g r o u p s a n d g i v e o u t c o p i e s o f t w o r i v a l n e w s p a p e r s . S u g g e s t i o n s f o r U K n e w s p a p e r s a r e The Independent a n d The Times, The Guardian a n d The Independent, The Times a n d The Daily Telegraph.

• T e l l t h e s t u d e n t s t h a t t h e y a r e t o d e c i d e w h i c h o f t h e t w o n e w s p a p e r s h a s t h e h i g h e r c i r c u l a t i o n . T h e s t u d e n t s d e c i d e i n t h e i r g r o u p s w h i c h n e w s p a p e r t h e y t h i n k s e l l s t h e m o s t c o p i e s p e r m o n t h a n d w h y . T h e y t h e n t e l l t h e c l a s s , j u s t i f y i n g t h e i r v i e w s .

• R e v e a l t h e t r u t h (The Daily Telegraph 9 4 6 , 6 9 7 ; The Times 6 7 1 , 3 4 0 ; The Guardian 4 0 9 , 5 6 9 ; The Independent 2 2 1 , 9 2 6 , as at M a r c h 2 0 0 3 ) .

• T h e n t e l l t h e s t u d e n t s t h a t t h e y a r e w o r k i n g a s c o n s u l t a n t s t o t h e n e w s p a p e r w i t h t h e l o w e r c i r c u l a t i o n . I n g r o u p s , t h e y s h o u l d s u g g e s t d i f f e r e n t b u s i n e s s p l a n s t h a t w i l l r e v i v e t h a t p a r t i c u l a r n e w s p a p e r ' s c i r c u l a t i o n .

• A f t e r a s h o r t t i m e t h e g r o u p s c a n p r e s e n t t h e i r p l a n s t o t h e c l a s s . A t t h e e n d , t h e c l a s s v o t e f o r t h e p l a n t h a t t h e y f e e l i s m o s t l i k e l y t o s u c c e e d .

Preconceptions

How well do your students know British and American people? Help them to find out

Level P r e - i n t e r m e d i a t e o n w a r d s

Activity type P a i r w o r k / g r o u p w o r k ( o p t i o n a l )


Plus ... T w o o r t h r e e B r i t i s h a n d A m e r i c a n n e w s p a p e r s

• P u t t h e s t u d e n t s i n t o p a i r s o r s m a l l g r o u p s a n d a s k t h e s t u d e n t s t o w r i t e d o w n a n u m b e r o f g e n e r a l i s a t i o n s c o n c e r n i n g B r i t i s h a n d A m e r i c a n p e o p l e t h a t t h e y t h e m s e l v e s m i g h t f e e l t o b e t r u e , f o r e x a m p l e ' A m e r i c a n s a r e m o r e c o n c e r n e d w i t h m o n e y , t h e B r i t i s h w i t h c l a s s . '

• O n c e s t u d e n t s h a v e c o m p l e t e d t h e i i l i s t s , c i r c u l a t e B r i t i s h a n d A m e r i c a n n e w s p a p e r s a m o n g t h e p a i r s / g r o u p s a n d t h e s t u d e n t s s h o u l d s e a r c h t h e n e w s p a p e r s f o r e v i d e n c e t o p r o v e o r e f u t e t h e i r a s s e r t i o n s . I f a t t h e i n i t i a s t a g e t h e g r o u p s c a n o n l y s u g g e s t a f e w g e n e r a l i s a t i o n s , y o u m a y w i s h t o p o o l t h e s e , b y w r i t i n g t h e m o n t h e b o a r d , b e f o r e g o i n g o n t o t h e n e x t s t a g e .

• O n c e a l l t h e n e w s p a p e r s h a v e b e e n c i r c u l a t e d , e a c h g r o u p s h o u l d m a k e a p r e s e n t a t i o n i n w h i c h t h e y t e l l the c l a s s w h i c h g e n e r a l i s a t i o n s h a v e b e e n c o n f i r m e d , a n d w h i c h h a v e b e e n d i s p r o v e d , g i v i n g t h e i r r e a s o n s a s t h e y g o a l o n g .

10

N e w s p a p e r s

Present a Newspaper

Learn about the differences between newspapers - and practise a good deal of vocabulary as well

Level E l e m e n t a r y t o I n t e r m e d i a t e



Plus ... O n e d i f f e r e n t n e w s p a p e r f o r e v e r y t h r e e o r f o u r s t u d e n t s i n t h e c l a s s

• P r e - t e a c h a n y e s s e n t i a l n e w s p a p e r v o c a b u l a r y , f o r e x a m p l e column, article, feature, caption, headline.

• Put t h e s t u d e n t s i n t o s m a l l g r o u p s a n d g i v e e a c h g r o u p a d i f f e r e n t n e w s p a p e r .

• Te l l t h e m t o a n a l y s e a l l t h e d i f f e r e n t s e c t i o n s o f t h e n e w s p a p e r t o s e e h o w m u c h c o l u m n s p a c e i s a l l o c a t e d t o d i f f e r e n t t o p i c a r e a s a n d h o w m u c h a d v e r t i s i n g t h e r e i s .

• T h e s t u d e n t s t h e n p r e s e n t t h e d e s c r i p t i o n o f t h e n e w s p a p e r t h a t t h e y h a v e b e e n e x a m i n i n g t o t h e c l a s s .

Newspaper Cultures

Use a 'pyramid' discussion (see below) to discover the differences between two cultures as exemplified in their newspapers

Newspaper Qu iz




Plus... C o p y / c o p i e s o f a n E n g l i s h l a n g u a g e n e w s p a p e r a n d o f a f i r s t l a n g u a g e n e w s p a p e r

• P r e - t e a c h a n y e s s e n t i a l n e w s p a p e r v o c a b u l a r y , f o r e x a m p l e column, article, feature, caption, headline.

• P u t t h e s t u d e n t s i n t o s m a l l g r o u p s o f a m a x i m u m o f s i x s t u d e n t s . G i v e e a c h o f t h e s e g r o u p s a n E n g l i s h l a n g u a g e n e w s p a p e r a n d a f i r s t l a n g u a g e n e w s p a p e r f o r a s i m i l a r r e a d e r s h i p , f o r e x a m p l e The Times a n d El Pais.

• D i v i d e t h e g r o u p i n t o t w o , s o t h a t h a l f o f t h e g r o u p l o o k s a t The Times. T h e o t h e r s s t u d y E l Pais. T h e y s h o u l d a n a l y s e a l l t h e d i f f e r e n t s e c t i o n s o f t h e i r n e w s p a p e r t o s e e h o w m u c h c o l u m n s p a c e i s a l l o c a t e d t o d i f f e r e n t t o p i c a r e a s .

• S t u d e n t s t h e n w o r k t o g e t h e r w i t h i n t h e l a r g e r g r o u p t o p r o d u c e s e n t e n c e s c o m p a r i n g t h e t w o n e w s p a p e r s , f o r e x a m p l e : ' T h e r e a r e m o r e s p o r t s p a g e s i n The Times t h a n in El Pais.'

• P o o l t h e o b s e r v a t i o n s b y a s k i n g e a c h g r o u p i n t u r n t o r e a d o u t t h e i r s e n t e n c e s . I n v i t e d i s c u s s i o n o n t h e p o s s i b l e d i f f e r e n c e s b e t w e e n t h e t w o c o u n t r i e s .

Use an element of competition to get your students reading newspapers



Equipment/ Materials P h o t o c o p i e s

Plus ... M u l t i p l e c o p i e s o f a s i n g l e n e w s p a p e r

• P r e p a r e a w r i t t e n q u i z , t h e l e n g t h a n d d i f f i c u l t y o f w h i c h w i l l d e p e n d o n t h e l e v e l o f y o u r c l a s s .

• Q u e s t i o n s m a y b e o p e n a n d a i m t o s t i m u l a t e d i s c u s s i o n , f o r e x a m p l e , ' W h a t w o u l d y o u w a t c h o n T h u r s d a y n i g h t a n d w h y ? ' o r c l o s e d w i t h r i g h t / w r o n g a n s w e r s , f o r e x a m p l e : ' W h a t w a s t h e t e m p e r a t u r e i n A t h e n s y e s t e r d a y ? '

• P u t t h e s t u d e n t s i n t o g r o u p s a n d se t t h e q u i z .

• D i s c u s s t h e a n s w e r s .

11

N e w s p a p e r s

Where Are The Correspondents? Article Pairing

Excellent practice for finding one's way around a newspaper and scanning

Level B e g i n n e r a n d E l e m e n t a r y



Plus ... A c o p y o f a d i f f e r e n t E n g l i s h l a n g u a g e n e w s p a p e r a n d a p h o t o c o p i e d m a p o f t h e w o r l d f o r e a c h p a i r / g r o u p o f s t u d e n t s

• P u t t h e s t u d e n t s i n t o p a i r s o r s m a l l g r o u p s .

• G i v e e a c h p a i r / g r o u p a p h o t o c o p i e d m a p o f t h e w o r l d a n d a d i f f e r e n t n e w s p a p e r ( s e r i o u s n e w s p a p e r s g e n e r a l l y w o r k b e t t e r f o r t h i s a c t i v i t y ) .

• T e l l t h e m t h a t e a c h n e w s p a p e r h a s c o r r e s p o n d e n t s i n d i f f e r e n t pa r t s o f t h e w o r l d ; t h e i r t a s k i s t o m a r k o n t h e i r m a p t h e l o c a t i o n o f a l l t h e c o r r e s p o n d e n t s f o r t h e n e w s p a p e r t h a t t h e y h a v e b e e n g i v e n .

• A t t h e e n d o f t h e a c t i v i t y , a l l t h e m a p s a n d n e w s p a p e r s c a n b e c o m p a r e d .

Persuade your students to use their armoury of reading skills




Plus ... O n e c o p y o f t w o d i f f e r e n t n e w s p a p e r s f o r e a c h g r o u p

• P u t t h e s t u d e n t s i n t o g r o u p s a n d g i v e e a c h g r o u p t w o d i f f e r e n t n e w s p a p e r s , p r e f e r a b l y a q u a l i t y n e w s p a p e r a n d a t a b l o i d .

• A s k e a c h g r o u p t o d r a w u p a l i s t o f a r t i c l e s o n t h e s a m e s u b j e c t i n e a c h n e w s p a p e r , f o r e x a m p l e , d i f f e r e n t r e p o r t s o f t h e s a m e c r i m e , c o n f l i c t i n g r e v i e w s o f t h e s a m e f i l m . S t u d e n t s n e e d n o t r e a d a l l t h e a r t i c l e s i n t h e i r e n t i r e t y , b u t m e r e l y e n o u g h o f e a c h a r t i c l e t o b e a b l e t o i d e n t i f y its s u b j e c t .

• E x t e n d t h e a c t i v i t y b y e n c o u r a g i n g t h e s t u d e n t s t o p r e s e n t t h e i r f i n d i n g s t o t h e c l a s s .

Headline 'Call My Bluff'

A panel game already used in English language classrooms with individual words, but not as yet with newspaper headlines


Activity type C o m p e t i t i v e a c t i v i t y / g a m e


Plus ... A r a n g e o f n e w s p a p e r a r t i c l e s ( see b e l o w )

• D i v i d e t h e c l a s s i n t o g r o u p s o r t e a m s , a n d g i v e e a c h t e a m t w o o r t h r e e a r t i c l e s w i t h a m b i g u o u s h e a d l i n e s , f o r e x a m p l e , ' S o a p O p e r a S t a r S t i l l i n C l o s e t ' o r ' S c h o o l s P l a c e E m p h a s i s o n T a b l e s ' ( Y o u w i l l n e e d t w e l v e d i f f e r e n t a r t i c l e s i f t h e r e a r e f o u r t e a m s . )

• E a c h t e a m s h o u l d m a k e u p t h r e e a l t e r n a t i v e s t o r i e s t h a t c o u l d e q u a l l y w e l l a c c o m p a n y t h e s e h e a d l i n e s .

• T h e g a m e s ta r t s . E a c h t e a m p r e s e n t s t h e i r h e a d l i n e a l o n g w i t h t h e t h r e e i n v e n t e d s t o r i e s a n d t h e o r i g i n a l s t o r y .

• T h e o t h e r t e a m s d e c i d e w h i c h o f t h e f o u r s t o r i e s t h e y h a v e j u s t h e a r d i s t h e m o s t p l a u s i b l e . A w a r d p o i n t s a c c o r d i n g l y .

1 2

Chequebook journalism

The newshounds have sniffed out some good stories - can they sell them for a good price?


Activity type M i n g l e / o p e n s p a c e a c t i v i t y


Plus ... B r i e f n e w s s t o r i e s f r o m E n g l i s h l a n g u a g e n e w s p a p e r s (see b e l o w )

• C u t o u t i n d i v i d u a l s h o r t n e w s s t o r i e s f r o m a n e w s p a p e r - t h e ' N e w s i n B r i e f s e c t i o n of The Guardian is o n e g o o d s o u r c e .

• D i v i d e t h e c l a s s i n t o ' j o u r n a l i s t s ' a n d ' e d i t o r s . ' A s s i g n t h e e d i t o r s a n e w s p a p e r a n d g i v e t h e j o u r n a l i s t s a s to ry e a c h .

• T h e j o u r n a l i s t s a i m t o s e l l t h e i r s t o r y t o the h i g h e s t b i d d e r . T h e y h a v e t o t h i nk o f d i f f e r e n t a r g u m e n t s t h a t w i l l p e r s u a d e t h e e d i t o r s o f e a c h n e w s p a p e r t o b u y t h e i r s t o r y .

• T h e e d i t o r s h a v e a l i m i t e d b u d g e t , but are a l l k e e n t o i n c r e a s e t h e i r r e a d e r s h i p .

• A t the e n d o f t h e a c t i v i t y t h e e d i t o r s tell the c l a s s w h i c h s t o r i e s t h e y h a v e b o u g h t a n d g i v e t h e i r r e a s o n s .

Pushy Paparazzi

Se// pictures and learn English



Equipment/

Materials N o n e Plus... N e w s p a p e r

p h o t o g r a p h s ( see b e l o w )

• C u t o u t s o m e t y p i c a l p a p a r a z z i s h o t s , f o r e x a m p l e J e n n i f e r L o p e z i n a l o w - c u t d r e s s o r B r a d P i t t w i t h o u t h i s s h i r t .

• D i v i d e t h e c l a s s i n t o ' e d i t o r s ' a n d ' p h o t o g r a p h e r s . '

• T h e p h o t o g r a p h e r s s h o u l d t r y t o s e l l t h e i r p h o t o g r a p h s t o t h e e d i t o r s f o r t h e h i g h e s t p r i c e .

• E n c o u r a g e f i e r c e c o m p e t i t i o n !

N e w s p a p e r s

Spot the Paper

See how much your students have learned about English language newspapers


Activity type G r o u p w o r k ; c o m p e t i t i v e a c t i v i t y ( o p t i o n a l )


Plus ... P h o t o c o p i e s o f f o u r o r f i v e n e w s p a p e r a r t i c l e s , e a c h f r o m a d i f f e r e n t n e w s p a p e r

• G i v e y o u r s t u d e n t s a s e l e c t i o n o f p e r h a p s f i v e a r t i c l e s . Y o u m a y w i s h t o o m i t t h e h e a d l i n e s .

• T e l l t h e m t o s k i m t h e a r t i c l e s a n d d e c i d e w h i c h B r i t i s h n e w s p a p e r t h e y a r e t a k e n f r o m , s u p p o r t i n g t h e i r d e c i s i o n u s i n g t h e i r o w n k n o w l e d g e o f t h e p r e s s .

• A l t e r n a t i v e l y t h i s c a n be p l a y e d a s a g a m b l i n g g a m e , t h e s t u d e n t s w h o g u e s s c o r r e c t l y w i n n i n g t o k e n m o n e y , t h e o t h e r s l o s i n g t h e i r o r i g i n a l b e t s .

13

N e w s p a p e r s

Chequebook Journalism

The newshounds have sniffed out some good stories - can they sell them for a good price?

Pushy Paparazzi Spot the Paper




Plus... B r i e f n e w s s t o r i e s f r o m E n g l i s h l a n g u a g e n e w s p a p e r s (see b e l o w )

• C u t o u t i n d i v i d u a l s h o r t n e w s s t o r i e s f r o m a n e w s p a p e r - t h e ' N e w s i n B r i e f s e c t i o n of The Guardian is o n e g o o d s o u r c e .

• D i v i d e t h e c l a s s i n t o ' j o u r n a l i s t s ' a n d ' e d i t o r s . ' A s s i g n t h e e d i t o r s a n e w s p a p e r a n d g i v e t h e j o u r n a l i s t s a s tory e a c h .

• T h e j o u r n a l i s t s a i m t o s e l l t h e i r s t o r y t o the h i g h e s t b i d d e r . T h e y h a v e t o t h i nk o f d i f f e r e n t a r g u m e n t s t h a t w i l l p e r s u a d e t h e e d i t o r s o f e a c h n e w s p a p e r t o b u y t h e i r s t o r y .

• The e d i t o r s h a v e a l i m i t e d b u d g e t , but are a l l k e e n t o i n c r e a s e t h e i r r e a d e r s h i p .

• A t the e n d o f t h e a c t i v i t y t h e e d i t o r s tell the c l a s s w h i c h s t o r i e s t h e y h a v e b o u g h t a n d g i v e t h e i r r e a s o n s .

Sell pictures and learn English




Plus... N e w s p a p e r p h o t o g r a p h s ( see b e l o w )

• C u t o u t s o m e t y p i c a l p a p a r a z z i s h o t s , f o r e x a m p l e J e n n i f e r L o p e z i n a l o w - c u t d r e s s o r B r a d P i t t w i t h o u t h i s s h i r t .

• D i v i d e t h e c l a s s i n t o ' e d i t o r s ' a n d ' p h o t o g r a p h e r s . '

• T h e p h o t o g r a p h e r s s h o u l d t r y t o s e l l t h e i r p h o t o g r a p h s t o t h e e d i t o r s f o r t h e h i g h e s t p r i c e .

• E n c o u r a g e f i e r c e c o m p e t i t i o n !

See how much your students have learned about English language newspapers


Activity type G r o u p w o r k ; c o m p e t i t i v e a c t i v i t y ( o p t i o n a l )


Plus ... P h o t o c o p i e s o f f o u r o r f i v e n e w s p a p e r a r t i c l e s , e a c h f r o m a d i f f e r e n t n e w s p a p e r

• G i v e y o u r s t u d e n t s a s e l e c t i o n o f p e r h a p s f i v e a r t i c l e s . Y o u m a y w i s h t o o m i t t h e h e a d l i n e s .

• T e l l t h e m t o s k i m t h e a r t i c l e s a n d d e c i d e w h i c h B r i t i s h n e w s p a p e r t h e y a r e t a k e n f r o m , s u p p o r t i n g t h e i r d e c i s i o n u s i n g t h e i r o w n k n o w l e d g e o f t h e p r e s s .

• A l t e r n a t i v e l y t h i s c a n b e p l a y e d a s a g a m b l i n g g a m e , t h e s t u d e n t s w h o g u e s s c o r r e c t l y w i n n i n g t o k e n m o n e y , t h e o t h e r s l o s i n g t h e i r o r i g i n a l b e t s .

13

Articles M a n y cou r sebooks con ta in art ic les, o r parts o f art ic les, f rom newspapers and magaz ines . Somet imes , these are graded to the students ' l eve l , but inc reas ing ly they r ema in as authent i c mate r i a l . Very of ten , ' r ea l ' art ic les are i n c l u d e d a l o n g w i t h appropr ia te act iv i t ies , w h i c h dove ta i l w i t h the book ' s g rammat i ca l and l ex i ca l sy l l abus .

Se lec t ing your o w n art ic les f rom Engl ish l anguage newspapers and magaz ines has add i t i ona l advantages. N e w s p a p e r s and m a g a z i n e s con t a i n an e n o r m o u s range of text types. M a n y subjects are cove r ed in a var iety of styles a n d registers, a l l o w i n g you to c h o o s e some th i ng that suits both your students ' needs and interests. A r t i c l es c an be t o p i c a l . Students c an use their k n o w l e d g e of current events as w e l l as their o w n e x p e r i e n c e to he lp t hem unders tand wha t they are r ead ing a n d this w i l l he lp them b e c o m e more con f iden t .

A r t i c l e s

Information Gap

Different newspapers often cover the same stories


Activity type P a i r w o r k/g r o u p w o r k


Plus... T w o n e w s p a p e r a r t i c l e s (see b e l o w ) a n d a l i s t o f q u e s t i o n s (see b e l o w )

• C h o o s e t w o a r t i c l e s , b o t h o n t h e s a m e s u b j e c t , f r o m t w o d i f f e r e n t n e w s p a p e r s . B e f o r e t h e l e s s o n , p r o d u c e a set o f q u e s t i o n s w h i c h f i t a n y o f t h e f o l l o w i n g c a t e g o r i e s :

(a) q u e s t i o n s b e s t a n s w e r e d u s i n g i n f o r m a t i o n f r o m b o t h t h e a r t i c l e s ; (b) q u e s t i o n s e l i c i t i n g d i f f e r e n t a n s w e r s f r o m t h e t w o a r t i c l e s : (c) q u e s t i o n s , t h e a n s w e r s t o w h i c h c a n o n l y b e f o u n d i n o n e o f t h e a r t i c l es . P h o t o c o p y o n e c o p y o f t h e set o f q u e s t i o n s , a n d o n e c o p y o f e a c h a r t i c l e , f o r e a c h s t u d e n t .

• Put the c l a s s i n t o t w o g r o u p s : g r o u p A a n d g r o u p B . G i v e e a c h s t u d e n t i n g r o u p A a c o p y o f a r t i c l e A , a n d e a c h s t u d e n t i n g r o u p B a c o p y o f a r t i c l e B . A s k t h e s t u d e n t s t o read the w h o l e o f t h e i r a r t i c l e i n d i v i d u a l l y a t t h i s s t a g e .

• W h e n t h e s t u d e n t s h a v e r e a d t h e i r ar t i c les , t h e y s h o u l d , w i t h i n t h e i r g roups , r e s o l v e a n y v o c a b u l a r y p r o b l e m s , f i rst b y d i s c u s s i o n a n d then , i f n e c e s s a r y , b y u s i n g d i c t i o n a r i e s .

• H a n d o u t t h e q u e s t i o n s . W o r k i n g i n A B pa i rs , s t u d e n t s p o o l i n f o r m a t i o n and d i s c u s s d i f f e r e n c e s i n t h e i r answers .

Style and Register

Same story but look out for the differences in language


Activity type P a i r w o r k / g r o u p w o r k


Plus ... T w o n e w s p a p e r a r t i c l e s ( see b e l o w ) a n d a s i m p l e t a b l e (see b e l o w )

• C h o o s e t w o a r t i c l e s f r o m t w o n e w s p a p e r s , b o t h o n t h e s a m e s u b j e c t b u t d i f f e r i n g i n t e r m s o f s t y l e a n d r e g i s t e r . B e f o r e t h e l e s s o n , p r o d u c e a t a b l e c o n s i s t i n g o f t h r e e v e r t i c a l c o l u m n s h e a d e d ' I n f o r m a t i o n c o n t a i n e d o n l y i n a r t i c l e A ' , ' I n f o r m a t i o n c o n t a i n e d o n l y i n a r t i c l e B', ' I n f o r m a t i o n c o n t a i n e d i n a r t i c l e s A a n d B'. P h o t o c o p y o n e c o p y o f t h i s t a b l e , a s w e l l a s a c o p y o f e a c h a r t i c l e , f o r e a c h s t u d e n t .

• P u t t h e c l a s s i n t o t w o g r o u p s : g r o u p A a n d g r o u p B . G i v e e a c h s t u d e n t i n g r o u p A a c o p y o f a r t i c l e A , a n d e a c h s t u d e n t i n g r o u p B a c o p y o f a r t i c l e B . A s k t h e s t u d e n t s t o r e a d t h e w h o l e o f t h e i r a r t i c l e i n d i v i d u a l l y a n d r e s o l v e a n y p r o b l e m s , e i t h e r b y d i s c u s s i o n , w i t h i n t h e i r g r o u p o r b y u s i n g a d i c t i o n a r y .

• A t t h e e n d o f t h i s s t a g e p u t s t u d e n t s i n t o A B p a i r s . G i v e e a c h p a i r a t a b l e t o f i l l i n . W h e n t h e y h a v e f i n i s h e d a s k t h e m t o s e l e c t f o u r o r f i v e o f t h e i t e m s t h a t t h e y h a v e w r i t t e n i n t h e c o l u m n l a b e l l e d ' I n f o r m a t i o n i n a r t i c l e s A a n d B'. A s k t h e m t o u n d e r l i n e t h e p h r a s e s t h a t e x p r e s s t h e s e i t e m s . D i s c u s s t h e d i f f e r e n c e s i n l a n g u a g e .

Collocation Prediction

Exploit newspapers in order to present and practise new collocations




Plus ... A n e w s p a p e r a r t i c l e ( see b e l o w )

• F i n d a t e x t w h i c h i s r i c h i n c o l l o c a t i o n s . P o l i t i c a l a r t i c l e s a r e g o o d a n d f u l l o f s u c h e x a m p l e s a s ' h o t l y d e n i e d ' , ' f l a t l y r e f u s e d ' o r ' s w e e p i n g c h a n g e s ' .

• T a k e o u t t e n c o l l o c a t i o n s a n d t y p e t h e m a s a l i s t o f i n d i v i d u a l w o r d s . P h o t o c o p y t h e l i s t f o r e a c h p a i r o f s t u d e n t s .

• I n p a i r s s t u d e n t s t r y t o m a t c h t h e w o r d s i n o r d e r t o r e p r o d u c e t h e t e n c o l l o c a t i o n s . C h e c k t h e i r a n s w e r s a t t h i s s t a g e .

• A s k t h e s t u d e n t s w h i c h c u r r e n t n e w s s t o r y t h e c o l l o c a t i o n s h a v e b e e n t a k e n f r o m . I f t h e y d o n ' t k n o w , t e l l t h e m . A s k t h e s t u d e n t s t o s u g g e s t a n y o t h e r p h r a s e s o r v o c a b u l a r y i t e m s t h a t t h e y t h i n k a r e l i k e l y t o o c c u r i n t h e s t o r y a n d w r i t e t h e s e o n t h e b o a r d .

• I n p a i r s o r g r o u p s , t h e s t u d e n t s i n c l u d e t h e o r i g i n a l c o l l o c a t i o n s , a n d a n y o f t h e p h r a s e s a g r e e d o n , i n o r d e r t o c r e a t e t h e i r o w n v e r s i o n o f t h e o r i g i n a l n e w s s t o r y .

• T h e s t u d e n t s t h e n r e a d t h e o r i g i n a l n e w s p a p e r a r t i c l e a n d c o m p a r e i t w i t h t h e i r o w n v e r s i o n .

15

Maximize your students' curiosity A roleplay with a difference Everybody enjoys a good film before reading a newspaper article

A r t i c l e s

Headline Prediction Obituaries Film Reviews


Activity type G r o u p w o r k Equipment/


Activity type G r o u p w o r k ; h o m e w o r k ( o p t i o n a l )

Level P r e - i n t e r m e d o n w a r d s


Materials O H P ; p h o t o c o p i e s

Plus ... A n e w s p a p e r a r t i c l e

( see b e l o w )

• O n a n O H P , s h o w t h e s t u d e n t s t h e h e a d l i n e t o a n a r t i c l e . S t u d e n t s s h o u l d t ry t o p r e d i c t w h a t t h e a r t i c l e m i g h t b e a b o u t .

• O n c e t h e y h a v e a g r e e d o n t h e a c t u a l s u b j e c t o f t h e a r t i c l e , p u t t h e m i n t o s m a l l g r o u p s a n d a s k t h e m t o w r i t e t e n q u e s t i o n s t h a t t h e y w o u l d l i k e t h e a r t i c l e t o a n s w e r .

• Y o u m a y w i s h t o a s k t h e s t u d e n t s t o w r i t e t h e m o n O H T s i n o r d e r t o c o m p a r e t h e m a s a c l a s s .

• S t u d e n t s t h e n r e a d t h e a r t i c l e t o s e e w h e t h e r t h e i r o w n q u e s t i o n s h a v e b e e n a n s w e r e d .

• I n t h e i r g r o u p s , t h e s t u d e n t s m a y t h e n d i s c u s s l i k e l y a n s w e r s t o t h e i r r e m a i n i n g q u e s t i o n s .


Plus ... F o u r o r f i v e o b i t u a r i e s a n d a s h e e t o f p a p e r w i t h f o u r o r f i v e n a m e s o n i t ( see b e l o w )

• C o l l e c t f o u r o r f i v e i n t e r e s t i n g o b i t u a r i e s . P h o t o c o p y o n e c o p y o f e a c h o b i t u a r y f o r e v e r y s t u d e n t .

• P u t t h e s t u d e n t s i n t o f o u r o r f i v e g r o u p s . G i v e e a c h g r o u p a d i f f e r e n t o b i t u a r y t o s t u d y .

• W h e n t h e y h a v e f u l l y u n d e r s t o o d t h e c o n t e n t o f t h e a r t i c l e t h a t t h e y h a v e b e e n g i v e n , r e s e a t t h e c l a s s i n t o n e w g r o u p s . E a c h o f t h e s e n e w g r o u p s s h o u l d c o n t a i n a t l e a s t o n e s t u d e n t f r o m e a c h o f t h e o r i g i n a l g r o u p s .

• E a c h s t u d e n t t a k e s i t i n t u r n s t o r e m i n i s c e a b o u t t h e i r l i f e a n d t i m e s . ( O n l y a l l o w r e f e r e n c e t o t h e t e x t i f e s s e n t i a l . ) T h e o t h e r s t u d e n t s a s k q u e s t i o n s a n d s y m p a t h i z e .

• G i v e t h e m t i m e , o n c e t h e a c t i v i t y i s o v e r t o m a k e n o t e s , a s k i n g f u r t h e r q u e s t i o n s i f n e c e s s a r y . T h e s e n o t e s c a n t h e n b e w r i t t e n u p f o r h o m e w o r k .

i a t e

Materials P h o t o c o p i e s

Plus ... A s e l e c t i o n of f i l m

r e v i e w s

• S e l e c t f o u r o r f i v e r e v i e w s o f c u r r e n t c i n e m a r e l e a s e s . T h e y s h o u l d b e s i m i l a r i n l e n g t h . P h o t o c o p y o n e c o p y o f e a c h f o r e v e r y s t u d e n t .

• P u t t h e c l a s s i n t o g r o u p s o f f o u r o r f i v e ( d e p e n d i n g o n t h e n u m b e r o f r e v i e w s y o u h a v e ) . G i v e e a c h s t u d e n t i n e a c h g r o u p a d i f f e r e n t f i l m r e v i e w . A l l o w t h e s t u d e n t s t i m e t o r e a d t h e r e v i e w s .

• T a k e b a c k t h e r e v i e w s . T e l l t h e s t u d e n t s t h a t e a c h g r o u p i s g o i n g o u t t o s e e a f i l m t o g e t h e r ; t h e y h a v e t o d e c i d e w h i c h f i l m t h e y w a n t t o s e e . S t u d e n t s d i s c u s s t h e f i l m s a n d n e g o t i a t e a p l a n f o r t h e e v e n i n g .

• E a c h g r o u p t h e n t e l l s t h e c l a s s w h i c h f i l m t h e y h a v e c h o s e n a n d w h y .

• A t l o w e r l e v e l s , y o u m a y w i s h t o g r o u p t o g e t h e r t h e s t u d e n t s w h o are r e a d i n g t h e s a m e r e v i e w , b e f o r e t h e y m e e t t h e o t h e r s t u d e n t s w h o h a v e r e a d a d i f f e r e n t r e v i e w .

16

A r t i c l e s

Day-by-Day Weather Reports

Everybody knows that the English always talk about the weather -prepare your students!

Level B e g i n n e r t o P r e - i n t e r m e d i a t e

Activity type W h o l e c l a s s

Equipment/ Materials O H P ( o p t i o n a l ) ;

p h o t o c o p i e s

Plus... A w e a t h e r r e p o r t

• G i v e t h e s t u d e n t s a c o p y of a w e a t h e r r e p o r t / f o r e c a s t ( l o c a l , n a t i o n a l o r i n t e r n a t i o n a l ) f r o m t h e c u r r e n t d a y ' s n e w s p a p e r , o r m a k e a p h o t o c o p i e d O H T o f t h e f o r e c a s t , a n d p r e s e n t t h i s .

• S tudy i t as a c l a s s , f o c u s i n g on t h e l a n g u a g e u s e d t o d e s c r i b e t h e wea the r .

• Tel l the s t u d e n t s t o l o o k o u t o f t h e w i n d o w a n d t a l k a b o u t w h a t t h e w e a t h e r i s l i k e . A s k t h e m i f t h e y t h i nk that t h e f o r e c a s t w i l l c o m e t rue , a n d e n c o u r a g e t h e m t o m a k e the i r o w n p r e d i c t i o n s a b o u t t h e wea the r . M a k e a r e c o r d o f t h e s e .

• The f o l l o w i n g d a y , t a l k a b o u t w h a t the w e a t h e r h a s b e e n l i k e . C o m p a r e the c lass ' s f o r e c a s t w i t h t h e o n e i n the p r e v i o u s d a y ' s n e w s p a p e r .

World Weather Reports

Widen your class's weather horizons



Equipment/ Materials S i n g l e V H S p l a y e r

+ T V ( o p t i o n a l ) ; p h o t o c o p i e s

Plus... A c a m c o r d e r or a c a s s e t t e - r e c o r d e r ( see b e l o w ) a n d a c o p y o f t h e w o r l d w e a t h e r r e p o r t

• M a k e a r e c o r d i n g o f t h e T V n e w s w e a t h e r r e p o r t a n d m a k e a c o p y o f t h e ' A r o u n d t h e W o r l d ' s e c t i o n o f t h e c u r r e n t d a y ' s n e w s p a p e r w e a t h e r r e p o r t f o r e v e r y t w o o r t h r e e s t u d e n t s .

• S h o w y o u r s t u d e n t s t h e v i d e o o f t h e w e a t h e r r e p o r t a n d s t u d y t h e l a n g u a g e u s e d .

• H a n d o u t t h e ' A r o u n d t h e W o r l d ' p h o t o c o p i e s a n d a l l o c a t e a c i t y t o e a c h s t u d e n t . A s k t h e s t u d e n t s t o p r e p a r e t o g i v e a b r i e f w e a t h e r r e p o r t f r o m t h e i r p a r t o f t h e w o r l d . G i v e t h e m t i m e t o p r e p a r e t h i s a n d h e l p w i t h a n y v o c a b u l a r y ; a s k t h e m t o b e i m a g i n a t i v e .

• W h e n y o u f e e l t h a t y o u r s t u d e n t s a r e p r e p a r e d , r e c o r d t h e m g i v i n g t h e i r i n d i v i d u a l w e a t h e r r e p o r t s .

• T h i s a c t i v i t y w o r k s p a r t i c u l a r l y w e l l w i t h a m u l t i l i n g u a l c l a s s p r e s e n t i n g w e a t h e r r e p o r t s f o r t h e i r o w n c o u n t r i e s .

Agony Aunts

Everybody loves giving advice - the question is, is it good enough?


Activity type P a i r w o r k


Plus... A p r o b l e m p a g e f r o m a m a g a z i n e o r n e w s p a p e r

• T a k e a p r o b l e m p a g e t h a t h a s a v a r i e t y o f p r o b l e m le t te rs a n d r e p l i e s g i v i n g a d v i c e .

• C u t t h e p a g e u p , s o t h a t e a c h l e t te r a n d e a c h r e p l y i s n o w s e p a r a t e .

• P a s t e t h e s e o n t o a p i e c e o f p a p e r i n a r a n d o m o r d e r ; h o w e v e r , o m i t t h r e e o f t h e r e p l i e s a n d p h o t o c o p y t h e s e o n t o a n o t h e r p i e c e o f p a p e r .

• F i n a l l y , p h o t o c o p y b o t h p a s t e d u p p a g e s , o n e f o r e a c h p a i r o f s t u d e n t s i n t h e c l a s s .

• H a n d o u t t h e p h o t o c o p i e s w i t h t h e l e t t e r s a n d a n s w e r s ( bu t n o t t h e p h o t o c o p y o f t h e t h r e e r e p l i e s ) a n d a s k e a c h p a i r o f s t u d e n t s t o m a t c h t h e m . E x p l a i n t h a t t h e r e a r e t h r e e l e t t e r s t h a t d o n o t y e t h a v e a n y r e p l i e s .

• C h e c k t h e m a t c h i n g e x e r c i s e a s a c l a s s .

• E x p l a i n t o t h e s t u d e n t s t h a t t h e y a r e n o w w o r k i n g a s ' a g o n y a u n t s ' f o r t h e s a m e n e w s p a p e r . W o r k i n g i n p a i r s , t h e y a r e t o w r i t e t h e r e p l i e s t o t h e t h r e e u n a n s w e r e d l e t t e r s .

• W h e n t h e s t u d e n t s h a v e f i n i s h e d t h e i r r e p l i e s , p u t t h e s e u p a r o u n d t h e c l a s s a n d e n c o u r a g e t h e m t o r e a d e a c h o t h e r ' s .

• A t t h e e n d o f t h e l e s s o n , h a n d o u t t h e r e a l a g o n y a u n t r e p l i e s f o r t h e s t u d e n t s t o c o m p a r e w i t h t h e i r o w n .

1 7

A r t i c l e s

Plagiarists TV Partners

A text-completion task that focuses on register

Students probably do this in their spare time anyway!




Activity type M i n g l e ; h o m e w o r k

Scissors

Use newspaper articles to create a discourse puzzle




Plus ... T w o n e w s p a p e r a r t i c l e s ( see b e l o w )

• T a k e t w o a r t i c l e s o n t h e s a m e s u b j e c t a n d f r o m t h e s a m e n e w s p a p e r , b u t f r o m t w o c o n s e c u t i v e d a y s . E n s u r e t h a t t h e t y p e f a c e i n e a c h a r t i c l e i s t h e s a m e .

• P h o t o c o p y o n e c o p y o f e a c h a r t i c l e f o r e a c h p a i r o f s t u d e n t s .

• C u t u p e a c h c o p y o f t h e a r t i c l e c o l u m n b y c o l u m n , a n d t h e n c u t b e t w e e n e a c h p a r a g r a p h .

• M i x u p t h e t w o a r t i c l e s , b u t m a k e s u r e t h a t y o u d e a l w i t h o n l y o n e c o p y o f e a c h a r t i c l e a t a t i m e .

• P u t e a c h p a i r o f c u t - u p a r t i c l e s i n t o a n e n v e l o p e . D o n ' t f o r g e t t o k e e p a c o p y o f t h e c o m p l e t e v e r s i o n s .

• D i v i d e y o u r c l a s s i n t o p a i r s a n d g i v e e a c h p a i r o n e o f t h e e n v e l o p e s . A s k t h e m t o p i e c e t h e a r t i c l e s b a c k t o g e t h e r a g a i n .


Plus ... T w o n e w s p a p e r a r t i c l e s ( see b e l o w )

• C h o o s e t w o n e w s a r t i c l e s r e p o r t i n g t h e s a m e s t o r y , t h e f i r s t f r o m a t a b l o i d n e w s p a p e r , a n d t h e s e c o n d f r o m a b r o a d s h e e t .

• P h o t o c o p y b o t h a r t i c l e s f o r t h e n u m b e r o f s t u d e n t s i n y o u r c l a s s , b u t c u t t h e b r o a d s h e e t a r t i c l e i n t o t w o a f t e r t h e s e c o n d o r t h i r d p a r a g r a p h .

• S t u d y t h e a r t i c l e f r o m t h e t a b l o i d n e w s p a p e r w i t h t h e c l a s s i n a n y w a y t h a t y o u w i s h t o , p a y i n g p a r t i c u l a r a t t e n t i o n t o i s s u e s o f r e g i s t e r a n d s t y l e .

• P u t y o u r s t u d e n t s i n t o p a i r s . G i v e e a c h p a i r t h e f i r s t s e c t i o n o f t h e b r o a d s h e e t a r t i c l e . A s k t h e m t o i d e n t i f y a n y d i f f e r e n c e s i n s t y l e b e t w e e n t h e t w o a r t i c l e s . W r i t e t h e s e u p o n t h e b o a r d .

• T h e n a s k t h e s t u d e n t s t o w o r k i n p a i r s t o c o m p l e t e t h e s e c o n d a r t i c l e . T h e y s h o u l d s e l e c t a n y a p p r o p r i a t e i n f o r m a t i o n f r o m t h e f i r s t , b u t s h o u l d a t t e m p t t o r e f o r m u l a t e i t i n a s t y l e a n d r e g i s t e r m o r e a p p r o p r i a t e t o t h e s e c o n d n e w s p a p e r .

• F i n a l l y , g i v e e a c h p a i r t h e c o p i e s o f t h e rest o f t h e s e c o n d a r t i c l e .

( o p t i o n a l )


Plus ... A TV s c h e d u l e f r o m a n e w s p a p e r a n d a s i m p l e t a b l e ( see b e l o w )

• P h o t o c o p y t h e T V s c h e d u l e f o r e a c p a i r o f s t u d e n t s . I f y o u a r e w o r k i n g i n t h e U K , t ry t o u s e t h e T V s c h e d u f o r t h a t e v e n i n g . I f y o u a r e w o r k i n g a b r o a d , t r y t o i n c l u d e a T V s c h e d u t h a t i n c l u d e s s o m e E n g l i s h l a n g u a g c h a n n e l s .

• M a k e a s i m p l e t a b l e w i t h e a c h h o i f r o m s i x o ' c l o c k u n t i l m i d n i g h t , m a r k e d o n it. ( Y o u m a y w i s h t o o r r t h i s s t a g e a n d a s k y o u r s t u d e n t s t o m a k e t h e t a b l e d u r i n g t h e c l a s s . )

• D i v i d e t h e s t u d e n t s i n t o p a i r s a n d g i v e e a c h p a i r t h e p h o t o c o p i e d T V s c h e d u l e , a n d t h e t a b l e i f y o u h a v e p r e p a r e d it. T h e s t u d e n t s d e c i d e i n d i v i d u a l l y w h a t t h e y w i s h t o w a t c h t h a t e v e n i n g . T h e y h a v e t o w a t c h T V c o n t i n u o u s l y b e t w e e n s i : o ' c l o c k a n d m i d n i g h t .

• H a v i n g f i l l e d i n t h e f o r m , t h e s t u d e n t s t h e n m i n g l e t o f i n d t h e i r m o s t c o m p a t i b l e T V p a r t n e r f o r the e v e n i n g , a s k i n g q u e s t i o n s l i k e , ' I 'm w a t c h i n g B l i n d D a t e . A r e y o u ? '

• A s h o m e w o r k , y o u c o u l d a s k t h e s t u d e n t s t o w a t c h o n e E n g l i s h l a n g u a g e p r o g r a m m e t h a t e v e n i n g .

1 8

A r t i c l e s

Couch Potatoes

Something of a challenge!


Activity type G r o u p w o r k ; h o m e w o r k ( o p t i o n a l )


Plus... A T V s c h e d u l e f r o m a n e w s p a p e r a n d a s i m p l e t a b l e (see b e l o w )

• P h o t o c o p y a T V s c h e d u l e f o r t h e d a y a n d , i f y o u w i s h , a t a b l e w i t h the h o u r s b e t w e e n s i x o ' c l o c k a n d m i d n i g h t m a r k e d o n it.

• A s k y o u r s t u d e n t s t o r e a d t h e T V s c h e d u l e i n d i v i d u a l l y a n d t o w r i t e d o w n t h e i r p r e f e r r e d l i s t o f p r o g r a m m e s f o r t h e e v e n i n g . T e l l t hem that t h e y must s p e n d t h e e n t i r e e v e n i n g w a t c h i n g t e l e v i s i o n .

• Put the s t u d e n t s i n t o g r o u p s o f t h r e e o r four a n d a sk t h e m t o c o m p a r e s c h e d u l e s .

• N o w te l l t h e m tha t t h e y a l l h a v e t o spend the e v e n i n g w a t c h i n g T V together a n d tha t t h e r e is o n l y o n e te l e v i s i on i n t h e h o u s e . I n t h e i r groups they h a v e to n e g o t i a t e a c o m p r o m i s e s c h e d u l e w h i c h t h e y all f i nd a c c e p t a b l e .

• As h o m e w o r k , a sk t h e s t u d e n t s t o w a t c h o n e E n g l i s h l a n g u a g e p r o g r a m m e tha t e v e n i n g .

'Peopling' the News

Reconstructing the news using the human resources at your disposal

And Today's Article is ...

Unsure which article to read next?


Activity type G r o u p w o r k / m i n g l e


Plus... N e w s p a p e r a r t i c l e / s ( see b e l o w ) a n d a c a s s e t t e - r e c o r d e r o r c a m c o r d e r ( o p t i o n a l )

• F i n d a n i n t e r e s t i n g s t o r y i n t h e n e w s t h a t h a s a n i m p o r t a n t h u m a n -i n t e r e s t e l e m e n t a n d t h a t i n v o l v e s a m e e t i n g b e t w e e n t h e c h a r a c t e r s i n t h e s t o r y . T ry t h e g o s s i p c o l u m n s o f n a t i o n a l d a i l i e s , l o c a l n e w s p a p e r s a n d g o s s i p m a g a z i n e s s u c h a s Hello! or OK!

• E i t h e r s t u d y a n a r t i c l e w r i t t e n a b o u t t h e s t o r y , o r f o l l o w a s e r i e s o f a r t i c l e s a s t h e y a p p e a r o v e r a f e w d a y s .

• I f y o u a r e u s i n g o n l y o n e a r t i c l e , u s e a n a r t i c l e w h i c h d e a l s w i t h a d r a m a t i c , a n d p o s s i b l y e m o t i o n a l , m e e t i n g ; p e a c e t a l k s a r e g o o d e x a m p l e s . A f t e r s t u d y i n g t h e a r t i c l e a n d d i s c u s s i n g t h e f e e l i n g s o f a l l i n v o l v e d , se t u p a r o l e p l a y i n w h i c h t h e s t u d e n t s r e - e n a c t t h e m e e t i n g t h e y h a v e j u s t b e e n r e a d i n g a b o u t .

• I f y o u a r e u s i n g a s e r i e s o f a r t i c l e s , u s e a s t o r y t h a t l e a d s up to a d r a m a t i c m e e t i n g . F o l l o w t h e e v e n t s l e a d i n g u p t o t h e m e e t i n g , a n d t h e n , o n t h e d a y t h a t t h e m e e t i n g i t s e l f i s d u e t o t a k e p l a c e , se t u p a r o l e p l a y

i i n w h i c h t h e s t u d e n t s e n a c t t h e m e e t i n g a s t h e y t h i n k i t w i l l h a p p e n .

• C o m p a r e t h e r o l e p l a y w i t h w h a t a c t u a l l y t o o k p l a c e .




Plus ... F o u r o r f i v e s h o r t n e w s p a p e r a r t i c l e s o n a r a n g e o f t o p i c s

• D i v i d e t h e c l a s s i n t o f o u r o r f i v e g r o u p s . G i v e e a c h g r o u p a d i f f e r e n t a r t i c l e .

• T e l l t h e s t u d e n t s t o r e a d t h e i r a r t i c l e a l o n e , a n d t h e n , w o r k i n g a s a g r o u p , t o p r o d u c e a l i s t o f f i v e r e a s o n s w h y t h e res t o f t h e c l a s s s h o u l d r e a d t h e a r t i c l e . G i v e t h e m a t i m e l i m i t .

• E a c h g r o u p t a k e s i t i n t u r n t o p e r s u a d e t h e c l a s s a s a w h o l e t h a t t h e i r a r t i c l e i s t h e m o s t i n t e r e s t i n g .

• T h e c l a s s v o t e s t o d e c i d e w h i c h a r t i c l e t h e y w o u l d l i k e t o l o o k a t .

• A s h o m e w o r k y o u c a n g i v e s t u d e n t s t h e s e c o n d m o s t p o p u l a r a r t i c l e .

19

3

Songs Students often c o m e into the c l a s s r o o m h u m m i n g M a n y songs n o w c o m e w i th a v i d e o . Exp lo i t this

songs to w h i c h they don ' t k n o w the w o r d s . r e l a t ionsh ip . You m a y a lso f ind the t e chn iques in

K n o w i n g the w o r d s gives m a n y teenagers kudos , the TV and Video chapte r of this b o o k useful w i th

a greater insight into the m i n d s of their ido l s , a n d songs,

may even he lp w i t h language a c q u i s i t i o n .

Teachers do not often have so m u c h cur ios i t y

ava i l ab le in the c l a s s r o o m .

For learners, as i ndeed for nat ive-speakers, the m a i n des i re is to unders tand the song , not necessar i ly the deta i ls , but at least the gist. N o n -native speakers often f ind Engl ish l anguage songs par t i cu la r l y daun t i ng and frustrat ing. W h a t i s important , t hough , is the re la t ionsh ip be tween the mater ia l and the task that is set.

The act iv i t ies in this sec t ion he lp students to understand the songs, and in the process , d e v e l o p their Engl ish in terms of g rammar , v o c a b u l a r y a n d p r o n u n c i a t i o n .

Songs c an often be bought c h e a p l y in

c o m p i l a t i o n s . Students m a y have their o w n

co l l e c t i ons of Engl ish songs, and they apprec i a te

i t w h e n the teacher bo r rows o n e of their songs

and deve lops a lesson a r o u n d it.

2 0

Line-by-Line Mingle Every Breath You Fake ...

Students mingle to unmuddle a song

Level B e g i n n e r t o I n t e r m e d i a t e


Equipment/

Materials S i n g l e c a s s e t t e p l a y e r ; p h o t o c o p i e s

Plus... A r e c o r d i n g o f a s o n g a n d a c u t - u p t e x t (see b e l o w )

• P h o t o c o p y t h e w o r d s o f a s o n g a n d cut u p t h e s o n g l i n e b y l i n e .

• G i v e e a c h l i n e to a d i f f e r e n t s t u d e n t . (If y o u h a v e t o o m a n y s t u d e n t s f o r the l i nes o f t h e s o n g , y o u m a y h a v e t o a l l o c a t e t w o s t u d e n t s t o a l i n e . )

• A s k the s t u d e n t s t o s t a n d u p .

• T h e n ask t h e m to s t a n d in a l i n e in the c o r r e c t s e q u e n c e , i n o r d e r t o f o rm the l i n e s o f t h e s o n g , i n t h e co r r ec t o r d e r .

• W h e n the s t u d e n t s h a v e f i n i s h e d jos t l ing fo r p o s i t i o n , p l a y t h e s o n g , and see i f t h e s t u d e n t s w a n t t o m o v e . Y o u m a y n e e d t o d o t h i s more t han o n c e .

• O n c e the l i n e s a r e i n o r d e r , s t u d e n t s shou ld r ead t h e s o n g a l o u d , s a y i n g one l i ne e a c h . T h e y c o u l d e v e n s i n g it, but d o n ' t c o u n t o n i t !

Shake, take, slake, rake - how many rhymes for '-ake' can your students think of?


Activity type M i n g l e ; g r o u p w o r k / p a i r w o r k ( o p t i o n a l )

Equipment/ Materials S i n g l e c a s s e t t e p l a y e r ;


Plus... T e a c h e r ' s k n o w l e d g e o f p h o n e m i c c h a r t ;

* a r e c o r d i n g o f a s o n g a n d t h e w o r d s ( see b e l o w )

• C h o o s e a s o n g , p r e f e r a b l y w i t h m u l t i p l e r h y m e s ; ' r a p ' i s e x c e l l e n t f o r t h i s . P u t a g a p a t t h e e n d o f e a c h l i n e o f t h e l y r i c s , a n d m a k e o n e c o p y f o r e a c h s t u d e n t .

text

E v e r y b r e a t h y o u

E v e r y m o v e y o u

• A t t h e t o p o f a s m a l l p o s t e r , w r i t e t h e p h o n e m i c t r a n s c r i p t i o n f o r t h e e n d i n g o f o n e o f t h e w o r d s t h a t y o u h a v e o m i t t e d . R e p e a t t h i s f o r e a c h g r o u p o f l i n e e n d i n g s .

poster

/eik/

• D i v i d e y o u r c l a s s i n t o p a i r s a n d c i r c u l a t e t h e p o s t e r s . T h e s t u d e n t s h a v e t o w r i t e o n t h e p o s t e r s a l l t h e w o r d s t h e y c a n t h i n k o f w h i c h e n d w i t h t h e s o u n d t h a t h a s b e e n

" i n d i c a t e d .

• P u t t h e p o s t e r s u p a r o u n d t h e r o o m , a n d g i v e t h e s t u d e n t s t h e g a p p e d t e x t o f t h e s o n g . T h e y s h o u l d c i r c u l a t e , t r y i n g t o c o m p l e t e t h e g a p s i n t h e i r t e x t s b y s e l e c t i n g t h e w o r d s f r o m t h e p o s t e r s .

• F i n a l l y , p l a y t h e s o n g t o c h e c k t h e a n s w e r s .

21

S o n g s

Where Are all the Nouns?

An alternative to the standard gap-fill


Activity type Pa i r w o r k / g r o u p w o r k



Plus ... A r e c o r d i n g o f a s o n g a n d t h e w o r d s (see b e l o w )

• T y p e u p t h e s o n g , o m i t t i n g w o r d s b e l o n g i n g t o o n e g r a m m a t i c a l c a t e g o r y , f o r e x a m p l e n o u n s , v e r b s , o r a d j e c t i v e s . D o n o t i n d i c a t e where t h e s e w o r d s h a v e b e e n o m i t t e d .

• P u t t h e s t u d e n t s i n t o p a i r s , a n d g i v e e a c h p a i r t h e t e x t . A s k t h e m t o p u t a c r o s s w h e r e v e r t h e y t h i n k a w o r d i s m i s s i n g .

• C h e c k t o g e t h e r as a c l a s s .

• N o w w o r k i n g i n s m a l l g r o u p s t h e s t u d e n t s t h e n b r a i n s t o r m p o s s i b l e w o r d s f o r t h e g a p s .

• P l a y t h e s o n g a n d c h e c k t h e a n s w e r s . D i s c u s s w h i c h o f t h e a l t e r n a t i v e s t h a t t h e s t u d e n t s h a v e c r e a t e d m i g h t b e p o s s i b l e i n t h e c o n t e x t o f t h e s o n g a n d h o w t h e s e a l t e r n a t i v e s m i g h t c h a n g e t h e m e a n i n g .

S o n g s

Wrong Words in Text Picture Gaps Jumbled Words

Old MacDonald had a pram ... and on that farm he had a ... Old farm a MacDonald had

Level A l l l e v e l s Level B e g i n n e r a n d Level B e g i n n e r t o

Activity type P a i r w o r k / g r o u p w o r k E l e m e n t a r y I n t e r m e d i a t e

( o p t i o n a l ) Activity type W h o l e c l a s s Activity type P a i r w o r k

Equipment/ Equipment/ Equipment/ Materials S i n g l e c a s s e t t e p l a y e r ; Materials S i n g l e c a s s e t t e p l a y e r ; Materials S i n g l e c a s s e t t e p l a y e r

P h o t o c o p i e s p h o t o c o p i e s p h o t o c o p i e s

Plus ... A r e c o r d i n g of a s o n g Plus... A r e c o r d i n g o f a s o n g Plus ... A r e c o r d i n g o f a s o n g a n d t h e w o r d s a n d t h e w o r d s a n d t h e w o r d s (see b e l o w ) ( see b e l o w ) (see b e l o w )

• T y p e u p a s o n g s u c h a s ' O l d M a c D o n a l d h a d a f a r m ' , p u t t i n g i n w r o n g , p o s s i b l y h i l a r i o u s , ' m i s t a k e s ' i n t o t h e t e x t , f o r e x a m p l e ' O l d M a c D o n a l d h a d a pram'.

• T h e s t u d e n t s r e a d t h e t e x t , w o r k i n g i n p a i r s o r s m a l l g r o u p s , a n d t r y t o s p o t t h e m i s t a k e s a n d c o r r e c t t h e m .

• P l a y t h e s o n g t o c h e c k t h e a n s w e r s .

• T y p e u p a s o n g s u c h a s ' O l d M a c D o n a l d h a d a f a r m ' , r e p l a c i n g t h e t a r g e t v o c a b u l a r y w i t h s m a l l p i c t u r e s , f o r e x a m p l e :

• P l a y t h e s o n g a n d a s k t h e s t u d e n t s t o s i n g a l o n g w i t h it.

• A t t h e e n d , a s k t h e m t o w r i t e d o w n t h e w o r d s n e x t t o e a c h p i c t u r e .

• T y p e u p a s o n g s u c h a s ' O l d M a c D o n a l d h a d a f a r m ' w i t h t h e w o r d s i n s o m e o f t h e l i n e s p u t i n t o t h e w r o n g o r d e r . M a k e a c o p y f o r e a c h p a i r o f s t u d e n t s .

• P u t t h e s t u d e n t s i n t o p a i r s a n d g i v e o u t t h e c o p i e s .

• S t u d e n t s w o r k t o g e t h e r t o p u t t h e w o r d s i n t o t h e c o r r e c t o r d e r w i t h i n t h e l i n e s .

• P l a y t h e s o n g t o c h e c k t h e a n s w e r ;

2 2

Singogloss

A challenging variation on the dictogloss idea





Plus... A r e c o r d i n g o f a s o n g a n d t h e w o r d s

• C h o o s e a s o n g , p r e f e r a b l y o n e t h a t te l ls a s tory . M a k e o n e c o p y o f t h e w o r d s fo r e a c h s t u d e n t .

• P lay the s o n g t h r o u g h o n c e . A s k t h e s tudents o n e o r t w o q u e s t i o n s a b o u t it.

• Tel l t h e m tha t y o u a r e g o i n g t o p l a y i t a g a i n , p a u s i n g b r i e f l y a t t h e e n d o f e a c h v e r s e . T h e y a r e t o w r i t e d o w n a n y i m p o r t a n t w o r d s o r phrases t h e y h e a r - t h e y a r e n o t e x p e c t e d t o w r i t e d o w n a l l o f i t .

• P lay it a g a i n .

• I n pairs o r s m a l l g r o u p s , t h e y p o o l their notes a n d t h e n c o n s t r u c t a t e x t based o n t h e i r n o t e s .

• F ina l ly , c o m p a r e t h e i r t e x t s t o t h e o r ig ina l s o n g l y r i c s .

Song Dictation

Mind the gap!


Activity type Pa i r w o r k / g r o u p w o r k ( o p t i o n a l )



Plus... A r e c o r d i n g o f a s o n g a n d t h e w o r d s ( see b e l o w )

• C h o o s e a s l o w s o n g w i t h c l e a r w o r d s . G o o d e x a m p l e s a r e Play with Fire ( R o l l i n g S t o n e s ) a n d Yellow ( C o l d p l a y ) . M a k e a c o p y f o r e a c h s t u d e n t i n t h e c l a s s .

• G i v e e a c h s t u d e n t a b l a n k p i e c e o f p a p e r , o r a l t e r n a t i v e l y , a c o p y o f t h e s o n g w i t h a l i n e i n d i c a t i n g e v e r y m i s s i n g w o r d i n t h e s o n g .

• P l a y t h e s o n g , i f n e c e s s a r y p a u s i n g a t t h e e n d o f e a c h l i n e o r v e r s e , a n d a s k t h e s t u d e n t s t o w r i t e i t d o w n a s a d i c t a t i o n .

• R e p e a t a s o f t e n a s t h e s t u d e n t s f e e l t h e y n e e d i t . A f t e r l i s t e n i n g t o t h e s o n g e a c h t i m e , t h e y c o m p a r e t h e i r t e x t s w i t h t h e i r p a r t n e r ' s .

• F i n a l l y , h a n d o u t t h e c o p i e s o f t h e f u l l t e x t f o r t h e s t u d e n t s t o c h e c k .

S o n g s

Split Song

A listening activity where the students have all the answers

Level A l l l e v e l s





• C h o o s e a s o n g a n d t y p e i t u p . M a k e t w o c o p i e s , o n e w i t h t h e o d d n u m b e r e d l i n e s g a p p e d a n d t h e e v e n n u m b e r e d l i n e s c o m p l e t e ( c o p y A ) , a n d t h e o t h e r w i t h t h e e v e n n u m b e r e d l i n e s g a p p e d a n d t h e o d d n u m b e r e d l i n e s c o m p l e t e ( c o p y B) . M a k e o n e c o p y o f e i t h e r A o r B f o r e a c h s t u d e n t .

• P l a y t h e s o n g t h r o u g h o n c e . A s k s t u d e n t s o n e o r t w o q u e s t i o n s a b o u t i t .

• S p l i t t h e c l a s s i n t o p a i r s , g i v i n g o n e m e m b e r o f e a c h p a i r c o p y A , a n d t h e o t h e r c o p y B . P l a y t h e s o n g a g a i n , p a u s i n g e v e r y f e w l i n e s . A s k t h e s t u d e n t s t o c o m p l e t e t h e g a p p e d l i n e s i n d i v i d u a l l y .

• W h e n t h e d i c t a t i o n i s f i n i s h e d , s t u d e n t s c h e c k t h e a n s w e r s w i t h t h e i r p a r t n e r s .

S o n g s

Running Dictation

'Run rabbit, run'






• M a k e o n e c o p y o f t h e w o r d s o f t h e s o n g : Run rabbit, run rabbit, run, run, run/Don't give the farmer his fun, fun, fun/He'll get by without his rabbit pie/So run rabbit, run rabbit, run, run, run f o r e a c h s t u d e n t , a n d o n e l a r g e c o p y , t o b e u s e d a s a p o s t e r .

• P l a y t h e s o n g t h r o u g h o n c e . A s k t h e s t u d e n t s o n e o r t w o q u e s t i o n s a b o u t it.

• P l a c e t h e p o s t e r o f t h e s o n g o n a w a l l o u t s i d e t h e c l a s s r o o m .

• P u t t h e s t u d e n t s i n t o g r o u p s o f t h r e e o r f o u r . O n e s t u d e n t i n e a c h g r o u p s h o u l d a c t a s a ' s c r i b e ' , t h e o t h e r s s h o u l d t a k e i t i n t u r n s t o a c t a s ' r u n n e r s ' .

• T h e r u n n e r s r e a d t h e s o n g p l a c e d o u t s i d e t h e c l a s s r o o m . T h e y m e m o r i z e a s l a r g e a f r a g m e n t o f t h e s o n g a s t h e y c a n , r e t u r n t o t h e g r o u p a s q u i c k l y a s p o s s i b l e , a n d r e l a y t h e t e x t t o t h e s c r i b e , w h o t h e n w r i t e s i t d o w n .

4

• T h e g r o u p s t h e n r a c e e a c h o t h e r t o s e e w h i c h g r o u p c a n t r a n s c r i b e t h e c o m p l e t e t e x t o f t h e s o n g f i r s t .

• A s s o o n a s o n e g r o u p h a s f i n i s h e d , p l a y t h e s o n g a n d c h e c k t h e a n s w e r s .

My Song

Cef your students to talk about what they probably talk about outside class anyway!


Activity type W h o l e c l a s s Equipment/

Materials S i n g l e c a s s e t t e p l a y e r

• A s k y o u r s t u d e n t s t o c o m e i n w i t h t h e i r f a v o u r i t e s o n g i n E n g l i s h , a n d t o b e p r e p a r e d t o t a l k a b o u t it.

• T h e y p l a y t h e m u s i c t o t h e c l a s s , a n d e x p l a i n w h y i t i s i m p o r t a n t t o t h e m .

• Le t t h e o t h e r s t u d e n t s a s k q u e s t i o n s .

• T h i s c a n b e d o n e , e i t h e r a s a s i n g l e l e s s o n , o r a s a n o n g o i n g s e r i e s o r ' t h r e a d ' ( see Introduction), t h r o u g h t h e t e r m o r c o u r s e .

'A and R People'

Your class keep a look out for new talent



Equipment/ Materials S i n g l e c a s s e t t e p l a y e r

Plus... R e c o r d i n g s o f a v a r i e t y o f s o n g s (see b e l o w )

• C h o o s e a s e l e c t i o n o f s o n g s w h i c h y o u t h i n k w i l l b e u n k n o w n t o y o u r s t u d e n t s ; t h e y m a y b e v e r y r e c e n t , o r t h e y m a y b e ' o l d i e s ' .

• D e s c r i b e t h e r o l e o f A r t i s t a n d R e p e r t o i r e p e r s o n n e l i n a m o d e r n r e c o r d c o m p a n y ( t h e y s e l e c t a n d m a r k e t t h e b a n d s ) .

• P u t t h e c l a s s i n t o g r o u p s . T e l l t h e s t u d e n t s t h a t t h e y a r e ' A a n d R p e o p l e , ' a n d t h a t t h e y a r e g o i n g t o h e a r ' d e m o t a p e s ' f r o m s o m e p r o m i s i n g y o u n g b a n d s .

• P l a y t h e f i r s t s o n g . T h e s t u d e n t s , w o r k i n g i n t h e i r g r o u p s , d i s c u s s w h e t h e r t h e b a n d i s w o r t h ' s i g n i n g ' , t h e s o r t o f p e o p l e t h e b a n d m i g h t a p p e a l t o , a n d h o w t h e b a n d s h o u l d b e p r e s e n t e d t o t h e p u b l i c .

• R e p e a t t h i s p r o c e d u r e f o r e a c h s o n g .

• T o c o m p l e t e t h e s e s s i o n , i f y o u h a v e s u f f i c i e n t k n o w l e d g e , t e l l t h e c l a s s h o w s u c c e s s f u l t h e s e b a n d s h a v e a c t u a l l y b e e n .

• F i n a l l y , g i v e a l l t h e s t u d e n t s a c o p y o f t h e w o r d s t o t h e s o n g .

2 4

4

Readers Most of the major pub l i shers n o w p r o d u c e series of graded readers. They are very va r i ed a n d include contemporary f i c t i on , as w e l l as c lass i cs and books of f i lms . The w i d e range of titles means that it is relatively easy for a student to c h o o s e a book that fits their interests, or for a teacher to choose a class reader that w i l l appea l to a g i ven class.

The activities in this sec t ion fa l l into t w o parts: activities w h i c h can be used w h e n the w h o l e c lass is using a single reader; and act iv i t ies to be used when students are ab le to se lect their o w n reader from the school l ibrary, a b o o k s h o p or a s c h o o l -supported mai lorder s c h e m e .

Ac t i v i t i e s in this sec t ion a l l o w students to pract ise the sk i l l s o f s k i m m i n g , s c a n n i n g , and d e d u c i n g f r om context , as w e l l as c rea t ing an oppor tun i t y for f l u ency p rac t i ce . Students w i l l a l so be ab le to ex tend their v o c a b u l a r y a n d d e v e l o p their w r i t i ng sk i l l s .

The act iv i t ies in the first part {Using a Class Reader) d e p e n d on the c lass hav ing read to the same po in t in the reader. The act iv i t ies in the s e c o n d part (Using Different Readers) are des igned for w h e n students have c h o s e n their o w n i n d i v i d u a l readers.

These activities a im to mot iva te students to read, and to develop as i ndependen t learners. Init ial ly, students w i l l need to be suppor ted th rough the reading process. This can be a c c o m p l i s h e d by dealing with p rob lems of c o m p r e h e n s i o n and vocabulary, setting real ist ic r ead ing targets and providing appropr iate ly c h a l l e n g i n g tasks. Th is will help to give students the c o n f i d e n c e they need to read independent l y in their o w n t ime .

R e a d e r s Using a Class Reader

Comparing First Paragraphs

For those happy situations where you have a choice of more than one set of class readers for your students

Group Questions

An activity that lives, or dies, on the quality of the questions

Level E l e m e n t a r y o n w a r d s Level E l e m e n t a r y o n w a r d s

Activity type G r o u p w o r k Activity type G r o u p w o r k

Equipment/ Equipment/ Materials N o n e Materials P h o t o c o p i e s

Plus... Sets o f c l a s s r e a d e r s Plus... A se t o f c l a s s r e a d e r s

• T h i s a c t i v i t y , u n l i k e t h o s e f o l l o w i n g , • W r i t e a s e r i e s o f q u e s t i o n s o n t h e

s h o u l d be u s e d before the c l a s s h a s s t a r t e d on a r e a d e r .

• P u t t h e c l a s s i n t o a s m a n y g r o u p s a s y o u h a v e sets o f c l a s s r e a d e r s .

• G i v e e a c h g r o u p a d i f f e r e n t r e a d e r a n d a s k t h e m t o l o o k a t i t f o r a f e w m i n u t e s . T h e y s h o u l d e x a m i n e t h e t e x t o n t h e b a c k a n d r e a d t h e f i r s t t w o o r t h r e e p a r a g r a p h s .

• A s k e a c h g r o u p t o ' p r e s e n t ' its r e a d e r t o t h e c l a s s . A f t e r a l l t h e p r e s e n t a t i o n s , t h e s t u d e n t s v o t e t o c h o o s e t h e c l a s s r e a d e r .

r e a d e r s o fa r .

• P u t t h e s t u d e n t s i n t o g r o u p s a n d a s k t h e m t o a n s w e r t h e q u e s t i o n s a s a g r o u p . E n c o u r a g e l i v e l y d i s c u s s i o n .

• D o t h i s r e g u l a r l y . E a c h t i m e , w r i t e q u e s t i o n s t h a t e n c o u r a g e t h e s t u d e n t s t o l o o k a t t h e b o o k i n a d i f f e r e n t w a y . I n c l u d e c l o s e d q u e s t i o n s t o tes t c o m p r e h e n s i o n a n d o p e n q u e s t i o n s t o e n c o u r a g e t h e s t u d e n t s t o c o m p a r e t h e i r o w n r e s p o n s e s t o t h e t e x t .

• F r a m e t h e q u e s t i o n s a r o u n d a p a r t i c u l a r t h e m e .

• O n e w e e k , w r i t e q u e s t i o n s w h i c h e x a m i n e t h e m o r a l d i l e m m a s f a c e d b y t h e c h a r a c t e r s : t h e d e c i s i o n s t h e y h a v e m a d e , a n d t h e d e c i s i o n s t h e y c o u l d / s h o u l d h a v e m a d e .

• T h e f o l l o w i n g w e e k , w r i t e q u e s t i o n s w h i c h e x a m i n e a l t e r n a t i v e p o s s i b i l i t i e s w i t h i n t h e p l o t . Y o u r c h o i c e o f t h e m e w i l l g i v e t h e s t u d e n t s p r a c t i c e i n p a r t i c u l a r g r a m m a t i c a l a r e a s , f o r e x a m p l e i n t h e a b o v e , m o d a l i t y a n d c o n d i t i o n a l s .

Passage Questions

It's amazing how motivating it is tc make questions to test somebody e

Level E l e m e n t a r y o n w a r d



Plus ... A se t of c l a s s r e a d e

• C h o o s e t w o o r m o r e u n c o n n e c t e b u t s i g n i f i c a n t , p a s s a g e s f r o m the c h a p t e r s t h a t t h e c l a s s h a s r e a d s far . P h o t o c o p y t h e m , o n s e p a r a t e p i e c e s o f p a p e r , o n e f o r e a c h s t u d e n t i n t h e c l a s s .

• S p l i t t h e c l a s s i n t o g r o u p s ( t w o o m o r e , d e p e n d i n g o n t h e s i z e o f \ c l a s s ) a n d g i v e e a c h g r o u p o n e c t h e p a s s a g e s .

• E a c h g r o u p w o r k s t o g e t h e r , r e a d i t h e i r o w n p a s s a g e , a n d d i s c u s s i n its p l a c e i n t h e s t o r y s o far. T h e y r e s o l v e a n y p r o b l e m s o f v o c a b u l w i t h i n t h e p a s s a g e a s t h e y g o a k

• T e l l e a c h g r o u p t o p r o d u c e a l i s t q u e s t i o n s o n t h i s p a s s a g e f o r t h e o t h e r g r o u p . T h e y m a y r e f e r t o t l c o p i e s o f t h e r e a d e r i f t h e y w i s h . T h e i r q u e s t i o n s m a y b e o n t h e c o n t e x t s u r r o u n d i n g t h e p a s s a g e , o n t h e p a s s a g e i t se l f .

• T h e g r o u p s t h e n e x c h a n g e t h e l i : o f q u e s t i o n s , a n d t h e p a s s a g e s .

• E a c h g r o u p r e a d s t h e n e w p a s s a j a n d t h e n t r i e s t o a n s w e r t h e q u e s t i o n s t h a t t h e y h a v e b e e n g i '

2 6

It's on the Tip of my Tongue Missing Character Lonely Hearts

Expand your students' vocabulary by building on their knowledge of the characters they have been reading about




Plus... A c l a s s set of a c t i v a t o r s , f o r e x a m p l e The Longman Essential Activator, Oxford Word power

• L o o k i n g b a c k o v e r w h a t y o u h a v e read so far, c h o o s e a p a r a g r a p h f rom the c l a s s r e a d e r w h i c h desc r ibes o n e o f t h e m a i n charac te rs i n s o m e d e t a i l .

• Type i t ou t , c h a n g i n g a l l t h e s p e c i f i c l anguage in to m o r e g e n e r a l t e r m s , for e x a m p l e ' h e s t r o d e p u r p o s e f u l l y into the r o o m ' b e c o m e s ' h e w a l k e d pu rpose fu l l y i n t o t h e r o o m ' . Y o u may w i s h t o u n d e r l i n e t h e w o r d s that y o u h a v e c h a n g e d .

• M a k e o n e c o p y o f y o u r ' s i m p l i f i e d ' text for e a c h p a i r o f s t u d e n t s .

• Put the c lass i n t o s m a l l g r o u p s , a n d give e a c h g r o u p a c o p y o f t h e t e x t . U s i ng bo th the i r k n o w l e d g e o f t h e book, a n d the i n f o r m a t i o n p r o v i d e d by the con t ex t , t h e y w o r k t o ' uns imp l i f y ' the text .

• Final ly, the s tuden ts c o m p a r e t h e i r new texts w i t h the o r i g i n a l .

A character's gone missing - will your students' mini-portraits help the police to find him or her?



Equipment/ Materials O H P ( o p t i o n a l )

Plus ... A se t o f c l a s s r e a d e r s a n d a ' m i s s i n g p e r s o n ' p o s t e r ( see b e l o w )

• P r o d u c e a t y p i c a l ' m i s s i n g p e r s o n ' p o s t e r f o r o n e o f t h e c h a r a c t e r s i n t h e c l a s s r e a d e r . B l a n k o u t h i s o r h e r n a m e a n d p h o t o c o p y i t o n t o a n O H T i f p o s s i b l e .

• P r e s e n t t h e p o s t e r t o y o u r c l a s s . A s k t h e m t o s a y w h o i t m u s t b e a n d w h y . E x a m i n e t h e l a n g u a g e u s e d i n t h e p o s t e r .

• P u t t h e s t u d e n t s i n t o p a i r s o r s m a l l g r o u p s . A s k t h e m t o p r o d u c e a ' m i s s i n g p e r s o n ' p o s t e r f o r o n e c h a r a c t e r i n t h e n o v e l , b u t n o t t o w r i t e t h e c h a r a c t e r ' s n a m e o n it.

• D i s p l a y t h e p o s t e r s r o u n d t h e c l a s s r o o m . T h e s t u d e n t s h a v e t o g u e s s w h o t h e y r e f e r t o .

Everybody needs somebody - even characters in a novel




Plus ... A ' l o n e l y h e a r t s ' c o l u m n

• M a k e a c o p y o f a l o n e l y h e a r t s c o l u m n , o n e f o r e a c h s t u d e n t . I t c a n b e v e r y h e l p f u l t o p r o d u c e a g l o s s a r y o f c o m m o n t e r m s u s e d i n t h e s e c o l u m n s , f o r e x a m p l e ' G S H ' m e a n s ' g o o d s e n s e o f h u m o u r . '

• L o o k a t t h e s e t o g e t h e r i n c l a s s , d i s c u s s i n g t h e l a n g u a g e u s e d .

• T e l l y o u r s t u d e n t s t h a t s o m e o f t h e c h a r a c t e r s i n t h e i r r e a d e r a r e f e e l i n g l o n e l y . W o r k i n g i n p a i r s , t h e y s h o u l d w r i t e a l o n e l y h e a r t s a d v e r t i s e m e n t o n b e h a l f o f o n e o r t w o o f t h e m .

• D i s p l a y t h e s e a r o u n d t h e c l a s s r o o m .

2 7

R e a d e r s Using a Class Reader

Fantasy Casting Movie Screenplay Instant Screenplay

Arnold Schwarzenegger as Mr Darcy? Bring the text to life/celluloid?




Plus ... A c a s t l i s t ( see b e l o w )

• P r o d u c e a l i s t o f t h e c h a r a c t e r s in t h e b o o k i n t h e f o r m o f a c a s t l i s t . P h o t o c o p y o n e f o r e a c h g r o u p o f s t u d e n t s .

• D i v i d e t h e c l a s s i n t o s m a l l g r o u p s . T e l l t h e s t u d e n t s t h a t t h e y a r e c a s t i n g d i r e c t o r s w o r k i n g o n t h e n e w H o l l y w o o d v e r s i o n o f t h e c l a s s r e a d e r . T h e y h a v e t o a g r e e o n a c a s t l ist f o r a l l t h e c h a r a c t e r s i n t h e b o o k . T h e y h a v e a n u n l i m i t e d b u d g e t - a n d m a y e v e n c h o o s e a c t o r s w h o a r e n o l o n g e r w i t h u s .

• E n c o u r a g e d i s a g r e e m e n t .




• F i n d t h r e e o r f o u r p a s s a g e s i n t h e b o o k w i t h d r a m a t i c p o s s i b i l i t i e s . T h e s e m a y b e k e y s c e n e s , i n v o l v i n g s e v e r a l o f t h e m a i n c h a r a c t e r s . P h o t o c o p y e a c h p a s s a g e f o r t h e n u m b e r o f s t u d e n t s i n e a c h g r o u p (see b e l o w ) .

• D i v i d e t h e c l a s s i n t o t h r e e o r f o u r g r o u p s . Y o u m a y w i s h t o v a r y t h e s i z e o f t h e g r o u p s d e p e n d i n g o n t h e n u m b e r o f c h a r a c t e r s i n e a c h s c e n e .

• G i v e e a c h g r o u p o n e o f t h e p a s s a g e s . A s k t h e m t o r e a d i t , a n d t o d i s c u s s w h a t h a s h a p p e n e d u p t o t h a t p o i n t i n t h e s t o r y .

• T h e s t u d e n t s t h e n w o r k i n t h e i r g r o u p s t o p r o d u c e a s c r e e n p l a y f o r t h e i r s c e n e , i m a g i n i n g t h a t t h e y a r e f i l m i n g t h i s e p i s o d e . T h e y d r a w u p a l i s t o f c h a r a c t e r s , i n v e n t d i a l o g u e a n d c o u l d e v e n d i s c u s s p o s s i b l e s o u n d e f f e c t s .

• W h e n t h e y h a v e w o r k e d t o g e t h e r o n t h e i r s c r e e n p l a y s , t h e y c a s t t h e d i f f e r e n t c h a r a c t e r r o l e s w i t h i n t h e i r o w n g r o u p . T h e y t h e n r e h e a r s e t h e s c e n e f o r a s h o r t t i m e .

• F i n a l l y e a c h g r o u p p e r f o r m s t h e i r s c e n e f o r t h e rest o f t h e c l a s s .

From text to stage


Activity type G r o u p w o r k ( o p t i o n a l


• C h o o s e a p a s s a g e f r o m t h e b o o k w h i c h i n v o l v e s a n u m b e r o f c h a r a c t e r s , a n d is w r i t t e n u s i n g a l< o f d i r e c t s p e e c h . I t s h o u l d b e a p a s s a g e w i t h d r a m a t i c p o t e n t i a l .

• L o o k a t t h e p a s s a g e as a c l a s s , d i s c u s s i n g a n y i s s u e s o f v o c a b u l a n a n d p r o n u n c i a t i o n , a s w e l l a s t a l k i n g a b o u t its c o n t e x t i n t h e b o o k .

• A l l o c a t e e a c h o f t h e s p e a k i n g par t ; t o a d i f f e r e n t s t u d e n t . G i v e a n o t h e s t u d e n t t h e r o l e o f n a r r a t o r . A s k t h e m t o r e a d t h e p a s s a g e a l o u d a s t h e y w e r e a c t o r s d o i n g a ' r e a d -t h r o u g h . ' T h e n a r r a t o r r e a d s o u t a l t h e p a r t s t h a t a r e n o t i n d i r e c t s p e e c h .

• N o w a s k t h e s t u d e n t s t o r e a d t h r o u g h t h e p a s s a g e f o r a s e c o n d t i m e , t h i s t i m e t r y i n g t o a c t i t o u t ^ m u c h a s p o s s i b l e . T h e y m a y u s e a n y f u r n i t u r e a s p r o p s .

• F i n a l l y , a s k t h e m t o p u t t h e i r b o o k a s i d e , a n d t o r e - e n a c t t h e s c e n e w i t h o u t t h e n a r r a t o r , a s t h e y t h i n k r e a l l y h a p p e n e d .

• I f y o u h a v e a l a r g e c l a s s , p u t t h e s t u d e n t s i n t o s m a l l e r g r o u p s a f t e r t h e f i r s t r e a d - t h r o u g h .

28

Reviews Review Forms Book Presentations

Students help each other to choose readers

Your students can be a resource too! Make recent reading the basis for class talks


Activity type H o m e w o r k ( o p t i o n a l )


Plus... O n e o r t w o b o o k r e v i e w s

• L o o k a t o n e o r t w o b o o k r e v i e w s i n c lass , d i s c u s s i n g a n y i s s u e s o f s t y l e and l a n g u a g e .

• Ask e a c h s t u d e n t to p r o d u c e a r e v i ew o f the b o o k tha t h e o r s h e i s r ead ing fo r t h e o t h e r s t u d e n t s i n t h e c lass.

• These r e v i e w s a r e t h e n m a d e a va i l ab l e fo r e v e r y b o d y t o r e a d . They m a y b e d i s p l a y e d i n t h e c l a s s r o o m o r i n t h e s c h o o l l i b r a r y , o r they m a y be p u t i n t o a r e v i e w s fi le s o that a n y s t u d e n t c a n c o n s u l t them.


Activity type H o m e w o r k ( o p t i o n a l )


Plus ... A r e v i e w f o r m (see b e l o w )

• E i t he r , p r o d u c e a s t a n d a r d - s t y l e r e v i e w f o r m f o r y o u r s t u d e n t s .

• O r , a s k y o u r s t u d e n t s w h a t i n f o r m a t i o n w o u l d h e l p t h e m d e c i d e w h e t h e r t h e y w o u l d l i k e t o r e a d a b o o k o r n o t . W o r k i n g t o g e t h e r t h e y p r o d u c e a f o r m t h a t , w h e n f i l l e d i n b y a r e a d e r , w o u l d i n c l u d e t h i s i n f o r m a t i o n .

• P h o t o c o p y t h e f o r m a n d p l a c e t h e f o r m s i n t h e l i b r a r y a n d c l a s s r o o m . W h e n e v e r a s t u d e n t f i n i s h e s a b o o k , o n e o f t h e s e f o r m s s h o u l d b e c o m p l e t e d .

• T h e s e r e v i e w s c a n t h e n b e m a d e a v a i l a b l e f o r e v e r y b o d y t o r e a d .




• T e l l t h e s t u d e n t s a b o u t a n o v e l tha t y o u h a v e r e a d r e c e n t l y . D e s c r i b e t h e c h a r a c t e r s a n d e l e m e n t s o f t h e p l o t . T r y t o g i v e t h e m a n a u t h e n t i c f l a v o u r o f t h e b o o k . Y o u m a y e v e n c h o o s e t o r e a d p a s s a g e s f r o m it. M a k e i t i n t e r e s t i n g , b u t d o n ' t g i v e a w a y t h e e n d i n g .

• O r g a n i s e a w e e k l y s l o t f o r b o o k p r e s e n t a t i o n s a n d e n c o u r a g e t h e s t u d e n t s t o s i g n u p e a c h w e e k .

• M a k e i t c l e a r t h a t t h e i r p r e s e n t a t i o n s c a n t a k e d i f f e r e n t f o r m s . T h e y c o u l d b e s i m i l a r t o t h e o n e t h a t y o u h a v e g i v e n . A l t e r n a t i v e l y , t h e y c o u l d b e q u e s t i o n a n d a n s w e r s e s s i o n s o r s t u d e n t r e a d i n g s f r o m t h e b o o k .

2 9

Our Next Reader Story Soap Update Movie Moguls

Find out what everybody has been reading - and see what you are going to read next


Activity type C r o u p w o r k Equipment/

Materials N o n e

• T h i s a c t i v i t y w o r k s b e s t w h e n e v e r y b o d y i n t h e c l a s s h a s b e e n r e a d i n g a d i f f e r e n t b o o k .

• P u t t h e s t u d e n t s i n t o g r o u p s o f t h r e e o r f o u r , a n d a s k t h e m t o t a k e i t i n t u r n s t o t e l l t h e o t h e r s t u d e n t s i n t h e g r o u p a b o u t t h e b o o k t h a t t h e y h a v e b e e n r e a d i n g . T e l l t h e m t o g i v e s o m e i n d i c a t i o n o f t h e s to r y , b u t n o t t o g i v e t o o m u c h a w a y . T h e y t a k e n o t e s , a n d m a y w i s h t o a s k e a c h o t h e r q u e s t i o n s .

• W h e n a l l t h e g r o u p s h a v e p r e s e n t e d a l l t h e r e a d e r s , c h a n g e t h e g r o u p i n g s , s o t h a t n o w e v e r y b o d y i s n e x t t o s o m e o n e t h e y h a v e n o t b e e n s i t t i n g w i t h b e f o r e .

• E a c h p e r s o n t e l l s t h e o t h e r p e o p l e i n t h e g r o u p a b o u t t h e b o o k s tha t t h e y h a v e jus t h e a r d a b o u t . T h e y m a y w i s h t o r e f e r t o t h e i r n o t e s .

• W h e n t h e g r o u p h a s h e a r d a b o u t a l l t h e b o o k s tha t t h e y h a v e n o t r e a d , t h e y d e c i d e , a s a g r o u p , w h i c h b o o k t h e y w o u l d m o s t l i k e t o r e a d n e x t .

The great thing about soaps is that they just go on and on



Materials N o n e

• M a k e s u r e t h a t y o u a r e r e a d i n g a g o o d b o o k .

• O n M o n d a y , t e l l y o u r s t u d e n t s a b o u t it.

• O n W e d n e s d a y , g i v e t h e m a n u p d a t e .

• O n T h u r s d a y , o r F r i d a y , t e l l t h e m w h a t ' s h a p p e n e d n o w .

• A s k t h e m w h a t t h e y a r e r e a d i n g a t t h e m o m e n t . P u t t h e m i n t o ' r e a d i n g g r o u p s ' a n d t e l l t h e m t o f i l l i n t h e i r c l a s s m a t e s o n t h e s t o r y s o far .

• T h e f o l l o w i n g w e e k , a s k t h e m t o g o i n t o t h e s a m e r e a d i n g g r o u p s . T h e y t e l l e a c h o t h e r w h a t h a s h a p p e n e d i n t h e i r r e a d e r s , s i n c e t h e y l as t m e t . Y o u m a y w i s h t o m a k e t h i s a r e g u l a r s e s s i o n .

Which graded readers are going to get the Hollywood treatment?




• T h i s a c t i v i t y i s p a r t i c u l a r l y u s e f u l b e c a u s e i t w o r k s e v e n w h e n s o m e s t u d e n t s i n t h e c l a s s a r e r e l u c t a n t t o r e a d i n t h e i r o w n t i m e . G i v e t h e s e s t u d e n t s t h e r o l e o f ' m o v i e m o g u l s ' .

• T e l l y o u r c l a s s t h a t a n u m b e r o f H o l l y w o o d f i n a n c i e r s a r e l o o k i n g t o E n g l i s h l a n g u a g e g r a d e d c l a s s r e a d e r s t o p r o v i d e t h e i r n e x t b l o c k b u s t e r . A l l o c a t e t h e r o l e s o f t h e s e m o v i e m o g u l s t o t h e l e ss e n t h u s i a s t i c r e a d e r s . T h e o t h e r s t u d e n t s a r e ' i d e a s p e o p l e ' w h o a re s e l l i n g t h e i r l a t e s t i d e a - t h e b o o k t h e y h a v e j u s t b e e n r e a d i n g .

• G i v e e a c h o f t h e m o v i e m o g u l s a d e s k o r ' o f f i c e ' . T h e i d e a s p e o p l e s h o u l d m o v e r o u n d t h e c l a s s r o o m a n d v i s i t e a c h m o g u l i n t u r n , e x p l a i n i n g w h y t h e i r b o o k w i l l p r o d u c e t h e n e x t H o l l y w o o d b l o c k b u s t e r .

• A t t h e e n d o f t h e a c t i v i t y , t h e m o g u l s e x p l a i n w h i c h b o o k s t h e y h a v e c h o s e n , g i v i n g t h e i r r e a s o n s .

30

5 Icebreakers and Welcoming Activities The word ' i cebreaker ' has been part of Engl ish teaching te rmino logy for a l ong t ime , w h i c h is probably a fair i nd i ca t i on of the necess i ty for activities w h i c h can be used at the b e g i n n i n g of a course.

For adults, go ing into a c l a s s r o o m , a p l a ce capable of s t imulat ing s o m e poss ib l y unp leasant memories, is hard e n o u g h , w i t hou t the expectation that one w i l l have to c o m m u n i c a t e to strangers, and in a fore ign language .

For schoolch i ldren, the p lay fu l nature of l anguage learning needs to be c o m m u n i c a t e d w h e n a g roup and a teacher are first b rought together, if there is to be a positive w o r k i n g re la t ionsh ip .

Many private language s choo l s b r ing students from a variety of cultures and b a c k g r o u n d s together, students w h o may have little in c o m m o n , apart from a desire to learn Eng l i sh . It is necessary to 'start out on the right foot ' if a g roup is to w o r k purposefully together. The act iv i t ies in this sec t ion aim to get students w o r k i n g together in Eng l i sh , with tasks that are cha l l eng ing but not th rea ten ing . Many of them help students to get to k n o w e a c h other, to get used to one another 's Eng l i sh , a n d to relax in an uncrit ical a tmosphere .

S o m e act iv i t ies a lso a l l o w the teacher to stand back , obse rve g roup d y n a m i c s , a n d assess student needs. These act iv i t ies m a y be used w h e n a new g roup c o m e s together, or w h e n a teacher takes ove r an ex i s t ing g r o u p . S o m e m a y be used in a s c h o o l w h i c h operates a ro l l i ng intake, whe re new students need to be w e l c o m e d into a c lass w h i c h has a l r eady a s sumed an identity.

I c e b r e a k e r s a n d W e l c o m i n g A c t i v i t i e s

Person/Place/Object

A get-to-know-you activity that bypasses the more commonly discussed personal details



Equipment/ Materials L a b e l s

• W r i t e o n t h e b o a r d t h e n a m e s o f a p e r s o n , a p l a c e a n d a n o b j e c t t h a t a r e i m p o r t a n t t o y o u p e r s o n a l l y .

• T e l l t h e s t u d e n t s t h a t t h e y h a v e t o f i n d o u t w h y t h e n a m e s o n t h e b o a r d a r e i m p o r t a n t t o y o u . Y o u c a n o n l y s a y ' y e s ' o r ' n o ' . G u i d e t h e m t o w a r d s t h e c o r r e c t a n s w e r s , u s i n g f u l l e r a n s w e r s o n l y i f n e c e s s a r y .

• O n c e t h e y h a v e d i s c o v e r e d t h e a n s w e r s , t e l l e a c h s t u d e n t t o w r i t e o n a l a b e l t h e n a m e s o f a p e r s o n , p l a c e o r o b j e c t t h a t a r e i m p o r t a n t t o t h e m . T e l l t h e m t h a t t h e t h r e e t h i n g s s h o u l d n o t b e c o n n e c t e d , f o r e x a m p l e n o t ' m y b o y f r i e n d , h i s b i k e , a n d t h e p l a c e w h e r e w e m e e t ' .

• T h e s t u d e n t s m i n g l e , f i n d i n g o u t a s m u c h i n f o r m a t i o n a b o u t o n e a n o t h e r a s p o s s i b l e .

Ball Game 1

A lively way of learning each other's names and practising the language of introductions



Equipment/ Materials A b a l l

• W a r m u p t h e s t u d e n t s b y p l a y i n g ' c a t c h ' b r i e f l y i n t h e c l a s s r o o m .

• W h e n t h e b a l l c o m e s b a c k t o y o u say , ' T h i s i s Y o k o [ n a m e o f t h e s t u d e n t w h o t h r e w t h e b a l l t o y o u ] a n d I 'm M a r k . '

• T h r o w t h e b a l l o n t o a n o t h e r s t u d e n t a n d , u s i n g g e s t u r e s , m a k e i t c l e a r t h a t t h i s p e r s o n i s n o w t o i n t r o d u c e Y o k o , y o u r s e l f a n d h i m / h e r s e l f t o t h e c l a s s : ' T h i s i s Y o k o , a n d t h i s i s M a r k , a n d I 'm F i l i p e . '

• T h i s p e r s o n t h e n t h r o w s t h e b a l l t o a n o t h e r m e m b e r o f t h e g r o u p w h o i n t r o d u c e s t h o s e i n t h e c h a i n b e f o r e t h e m , b e f o r e i n t r o d u c i n g t h e m s e l v e s a n d t h r o w i n g t h e b a l l o n .

• T h i s p a t t e r n c o n t i n u e s u n t i l e v e r y o n e h a s b e e n i n t r o d u c e d .

Ball Game 2

Add a bit of personal information and structural practice



Equipment/ Materials A b a l l

• W a r m u p t h e s t u d e n t s b y p l a y i n g ' c a t c h ' b r i e f l y i n t h e c l a s s r o o m .

• W h e n t h e b a l l c o m e s b a c k t o y o u , s a y , ' I ' m M a r k a n d I l i k e p l a y i n g f o o t b a l l . '

• T h r o w t h e b a l l o n t o a n o t h e r s t u d e n t a n d , u s i n g g e s t u r e s , m a k e i t c l e a r t h a t t h i s p e r s o n i s n o w t o i n t r o d u c e y o u r s e l f a n d h i m / h e r s e l f t o t h e c l a s s , u s i n g a s i m i l a r p h r a s e f o r e x a m p l e , ' T h i s i s M a r k , h e l i k e s w a t c h i n g f o o t b a l l a n d I 'm F i l i p e a n d I e n j o y g o i n g t o t h e o p e r a . '

• T h i s p e r s o n t h e n t h r o w s t h e b a l l t o a n o t h e r m e m b e r o f t h e g r o u p w h o i n t r o d u c e s t h o s e i n t h e c h a i n b e f o r e t h e m , b e f o r e i n t r o d u c i n g t h e m s e l v e s a n d t h r o w i n g t h e b a l l o n .

• T h i s p a t t e r n c o n t i n u e s u n t i l e v e r y o n e h a s b e e n i n t r o d u c e d .

32

Famous Person Labels

Perfect practice for yes/no questions




• D r a w up a l ist o f f a m o u s p e o p l e w h o s e n a m e s w i l l b e f a m i l i a r t o your s tuden ts . W r i t e o n e o f t h e s e names o n a s t i c k y l a b e l f o r e a c h student in the c l a s s .

• Ask the s tuden t s to s t a n d w i t h t h e i r backs t o y o u a n d p l a c e o n e l a b e l o n each b a c k . A l l o w t h e s t u d e n t s t o turn, m i n g l e a n d e x a m i n e e a c h other 's l a b e l s . E x p l a i n t ha t t h e a i m o f the a c t i v i t y i s to d i s c o v e r t h e i r new iden t i t y u s i n g o n l y y e s / n o ques t ions , fo r e x a m p l e , ' A m I a f i l m star?'

t As h o m e w o r k , t h e s t u d e n t s w r i t e a brief b i o g r a p h y / d e s c r i p t i o n o f t h e famous p e r s o n tha t t h e y h a v e b e e n a l l o ca t ed .

Pair Introductions 1

A more detailed introduction


Activity type P a i r w o r k ; h o m e w o r k


• E n c o u r a g e t h e c l a s s t o a s k y o u s i m p l e q u e s t i o n s , f o r e x a m p l e , ' W h e r e w e r e y o u b o r n ? ' W r i t e e a c h q u e s t i o n o n t h e b o a r d a n d a n s w e r it. C o n t i n u e u n t i l y o u h a v e a l i s t o f a b o u t s i x q u e s t i o n s . T h e n u m b e r w i l l d e p e n d o n t h e l e v e l o f t h e c l a s s .

• W o r k i n g i n p a i r s , t h e s t u d e n t s a s k e a c h o t h e r t h e s a m e q u e s t i o n s . T h e y m a y t a k e n o t e s i f t h e y w a n t t o .

• T h e s t u d e n t s t a k e i t i n t u r n s t o i n t r o d u c e t h e i r p a r t n e r t o t h e c l a s s , a l o n g w i t h t h e i n f o r m a t i o n t h e y h a v e f o u n d o u t .

• F o r h o m e w o r k , t h e s t u d e n t s u s e t h e i r n o t e s t o w r i t e a b r i e f p o r t r a i t o f t h e i r p a r t n e r . T h e s e p o r t r a i t s c a n b e p u t u p o n t h e w a l l .


Pair Introductions 2

Encourage students to reflect on their own experience of learning


Activity type P a i r w o r k Equipment/

Materials N o n e

• A s k s t u d e n t s t o w o r k i n p a i r s a n d i n t e r v i e w t h e i r p a r t n e r a b o u t t h e i r p r e v i o u s e x p e r i e n c e o f l e a r n i n g .

• U s e t h i s t o l e a d i n t o a g r o u p d i s c u s s i o n o n w a y s i n w h i c h w e l e a r n a l a n g u a g e . Y o u m a y w i s h t o u s e t h i s d i s c u s s i o n t o h e l p y o u w h e n y o u a r e d e c i d i n g o n a n a p p r o p r i a t e s y l l a b u s f o r y o u r s t u d e n t s .

3 3


Families

An enjoyable activity that works particularly well with large classes and encourages question practice

World Map

( m u l t i n a t i o n a l c l a s s e s o n l y ) A lively activity that emphasises the students' varied backgrounds



Equipment/ Materials S l i p s o f p a p e r

• G i v e e a c h s t u d e n t a s l i p o f p a p e r . A s k t h e m t o w r i t e t h r e e c o m p l e t e s e n t e n c e s a b o u t t h e i r f a m i l y . F e w e r s e n t e n c e s m a y w o r k w e l l w i t h l o w e r l e v e l c l a s s e s .

• C o l l e c t t h e s l i p s o f p a p e r a n d r e d i s t r i b u t e t h e m r a n d o m l y . A s k e a c h s t u d e n t t o t h i n k o f t h e q u e s t i o n s t o f i n d t h e p e r s o n w h o s e p i e c e o f p a p e r t h e y a r e h o l d i n g . H e l p a t t h i s s t a g e i f n e c e s s a r y .

• T h e s t u d e n t s t h e n m i n g l e t o ' f i n d ' a n d ' b e f o u n d ' .

• O t h e r u s e f u l t o p i c s i n c l u d e : h o u s e s , a n i m a l s , h o b b i e s , h o l i d a y s .

T h i s a c t i v i t y i s an a d a p t a t i o n o f an a c t i v i t y i n Classroom Dynamics (Jill H a d f i e l d , O U P ) .




Plus... A p i e c e o f c o l o u r e d c a r d ( see b e l o w ) a n d a w a l l m a p o f t h e w o r l d

• P u t t h e n a m e s o f a l l t h e s t u d e n t s i n t o a ' h a t ' . D r a w t h e m o u t i n p a i r s a n d s e a t t h e p a i r s t o g e t h e r .

• T h e p a i r s i n t e r v i e w e a c h o t h e r a b o u t w h e r e t h e y c o m e f r o m a n d s t u d e n t s t a k e n o t e s .

• E a c h s t u d e n t t h e n t e l l s t h e c l a s s a b o u t t h e i r n e w f r i e n d .

• A s h o m e w o r k , g i v e e a c h s t u d e n t a p i e c e o f c o l o u r e d c a r d . T h e y s h o u l d d e s c r i b e t h e p l a c e w h e r e t h e i r p a r t n e r c o m e s f r o m ( fo r e x a m p l e , ' Y u n - T a e k c o m e s f r o m S e o u l , t h e c a p i t a l o f S o u t h K o r e a . . . ' ) .

• T h e n e x t d a y e a c h s t u d e n t i s r e s p o n s i b l e f o r p l a c i n g t h e i r c a r d i n t h e r i g h t p l a c e o n a w o r l d m a p , u s i n g r i b b o n s o r p i e c e s o f s t r i n g t o s h o w t h e e x a c t l o c a t i o n .

Pairing Games

Children enjoy this one and it's use for breaking the ice in a class wher students may already know each other, but are together as a group ft

the first time


Activity type P a i r w o r k / m i n g l e Equipment/

Materials P r e p a r e d c a r d s

• P r e p a r e c a r d s w i t h t h e n a m e o f c h a l f o f a f a m o u s c o u p l e o r p a i r c e a c h o n e f o r e x a m p l e , M i c k e y M o u s e a n d M i n n i e M o u s e .

• H a n d t h e c a r d s o u t t o t h e s t u d e r M a k e s u r e t h a t t h e y c a n r e m e m l t h e i r n e w n a m e s a n d t h e n a s k t f t o f i n d t h e i r p a r t n e r s . E n c o u r a g e t h e m t o u s e s i m p l e l a n g u a g e i f p o s s i b l e , f o r e x a m p l e , ' W h o a r e y o u ? ' ' A r e y o u . . . ? '

• W h e n a l l t h e p a i r s a r e t o g e t h e r , c a n i n t r o d u c e t h e m s e l v e s t o t h e c l a s s a d d i n g a d d i t i o n a l i n f o r m a t i f t h e y c a n , f o r e x a m p l e , ' H i , I'n M i n n i e M o u s e . I 'm M i c k e y ' s g i r l f r i e n d . '

3 4


Lying Game

Cynical teenagers, who might not be curious about one another, are happy to score points!




• Tell the s t u d e n t s t h r e e p i e c e s o f i n f o r m a t i o n a b o u t y o u r s e l f , o n l y o n e o f w h i c h i s t r u e . T h e s t u d e n t s m a y ask y o u a n y q u e s t i o n s t h e y w i s h t o . Be p r e p a r e d !

• The s tudents d i s c u s s , i n g r o u p s , w h i c h s tory t h e y b e l i e v e a n d , w h e n e v e r y o n e i s r e a d y , t h e y d e l i v e r t h e i r ve rd i c t , g i v i n g t h e i r r e a s o n s . I f y o u w i s h , p o i n t s c a n b e r e c o r d e d o n t h e boa rd .

• The s tudents t h e n w r i t e t h r e e p i e c e s o f i n f o r m a t i o n a b o u t themse l ves . A g a i n , o n l y o n e i s t r u e .

• The g a m e c a n t h e n be r e p e a t e d a s above .

Conversation Dice

A good activity for lower-level students who may lack the confidence for free interaction



Materials A se t o f d i c e

• P r e p a r e a l i s t o f t a s k s c o r r e s p o n d i n g t o t h e n u m b e r s o n t h e d i c e , f o r e x a m p l e :

4 = T e l l t h e g r o u p a b o u t y o u r f a m i l y

5 = A s k s o m e o n e a b o u t t h e i r h o b b i e s

• T h e s t u d e n t s t a k e i t i n t u r n s t o t h r o w t h e d i c e . E a c h t i m e t h e y t h r o w , t h e y h a v e t o p e r f o r m t h e t a s k o n t h e l i s t t h a t y o u h a v e p r e p a r e d .

I f a s t u d e n t t h r o w s t h e s a m e n u m b e r t w i c e , h e o r s h e c a n e i t h e r t h r o w t h e d i c e a g a i n , o r g i v e m o r e i n f o r m a t i o n .

• A f t e r t e n m i n u t e s , w h e n c o n v e r s a t i o n i s f l o w i n g f r e e l y , d i s p e n s e w i t h t h e d i c e .

Famous Couples

Sometimes it's easier to be relaxed when you're someone else



Materials L a b e l s

• B e f o r e t h e l e s s o n , d r a w u p a l i s t o f f a m o u s c o u p l e s , f o r e x a m p l e , A n t o n y a n d C l e o p a t r a , C a t h e r i n e Z e t a J o n e s a n d M i c h a e l D o u g l a s . W r i t e e a c h n a m e o n t o a s t i c k y l a b e l .

• A s e a c h s t u d e n t w a l k s i n t o t h e c l a s s r o o m , p r e s e n t t h e m w i t h a s t i c k y l a b e l . T h e s t u d e n t s m i n g l e a n d t r y t o f i n d t h e i r p a r t n e r s . O n c e a c o u p l e i s ' r e u n i t e d ' t h e y s i t t o g e t h e r a n d b r a i n s t o r m w h a t e v e r t h e y k n o w a b o u t t h e c o u p l e t h a t t h e y h a v e b e e n a l l o c a t e d .

• W h e n a l l t h e c o u p l e s a r e s e a t e d , t h e y t a k e i t i n t u r n s t o p r e s e n t a s m u c h i n f o r m a t i o n a s t h e y c a n a b o u t t h e i r n e w i d e n t i t i e s . E n c o u r a g e t h e o t h e r s t u d e n t s t o c o n t r i b u t e .

• N o w t h a t t h e i c e h a s b e e n b r o k e n , t h e s t u d e n t s m a y w i s h t o d i s c o v e r m o r e a b o u t o n e a n o t h e r ' s t r u e i d e n t i t i e s .

35

Dialogues Scr ipted d ia logues have a lways been a part of language t each ing , whe the r con t r i v ed and w o o d e n , o r authent i c and fresh. T h e y c an be f ound in c o u r s e b o o k s , may be wr i t ten by teachers themse lves , o r c an be taken f rom rad io , f i lms or T V p rog rammes . • In this sec t ion we are c o n c e r n e d w i t h the use of short r ecorded d i a l ogues a n d their t ranscr ipts , not p r imar i l y for d e v e l o p i n g l i s ten ing sk i l l s , but as the basis for more intens ive language w o r k . D i a l o g u e s c an be used to teach n e w v o c a b u l a r y in a c lea r context , to present func t i ona l l anguage, a n d to in t roduce n e w structures; as w e l l as to present a n d pract ise stress, rhy thm and in tona t ion .

Before us ing a d i a l ogue , it's a lways best to m a k e sure that y o u are fu l l y aware of the p h o n o l o g i c a l features i t con ta ins . M a r k i n g the t ranscr ipt for p r o n u n c i a t i o n , in the w a y that has been s h o w n oppos i t e (Example Dialogues), he lps to r e m i n d you of these features - in add i t i on to the target language. It c an a lso serve as the basis for the students ' wr i t ten r eco rd .

In this sec t ion the act iv i t ies are d i v i d e d into t w o parts: Presentations a n d Practice Activities. These are cross-referenced so that it is c l ea r w h i c h act iv i t ies m a y most eas i l y be c o m b i n e d w i t h i n a s ingle lesson.

Example Dialogues

1 Nightclub — y\

Vic: Oh no! Not this track again!

Bob: I know. This is the third time

he's played it tonight.

Vic: I wish he'd play something decent.

Bob: I know. This music's driving me up

the wall. o

2 Under the weather

Sue:

Fine. And you?

Hi. How's things? o o a

Jan:

Sue:

Jan:

Sue:

Jan:

Sue:

Jan:

Sue:

Well, I feel a bit under the weather,

to be honest. o

What's the matter?

Have you tried taking an aspirin?

I have, but it didn't help. o o

Perhaps you should see a doctor.

I think I wiil. o

Key w a v y l i n e - i n t o n a t i o n b l a c k d o t - s e c o n d a r y s t ress w h i t e c i r c l e - p r i m a r y s t ress

36

Presentations D i a l o g u e s

Stressed Words

Construct dialogues from stressed words





Plus... A d i a l o g u e (see b e l o w )

may be f o l l o w e d by Disappearing Dia logue, First-line Change, Parallel Situations

• F ind a shor t d i a l o g u e (of f o u r to eight l ines) w h i c h i s a p p r o p r i a t e f o r the leve l o f y o u r s t u d e n t s . L i s t e n t o the d i a l o g u e a n d m a r k t h e s t r e s s e d words o n t h e t r a n s c r i p t .

• Wr i te these s t r e s s e d w o r d s o n t o a set o f c a r d s o r s l i p s o f p a p e r , o n e set for e a c h g r o u p o f s t u d e n t s .

• Play the r e c o r d i n g o f t h e d i a l o g u e t o the s tudents . E l i c i t t h e c o n t e x t i n w h i c h the c o n v e r s a t i o n t o o k p l a c e and ask s o m e c o m p r e h e n s i o n quest ions .

• Put the c l a ss i n t o g r o u p s a n d g i v e each g r o u p o n e o f t h e se ts o f t h e cards y o u h a v e p r e p a r e d . E x p l a i n that you are g o i n g t o p l a y t h e d ia logue a g a i n .

• In their g r o u p s , t h e s t u d e n t s h a v e to arrange the s t r essed w o r d s i n t h e order i n w h i c h t h e y h e a r t h e m . P l a y the r e c o r d i n g t w i c e i f n e c e s s a r y .

• Ask the g r o u p s to r e c o n s t r u c t t h e d ia logue a s bes t t h e y c a n , u s i n g t h e

• stressed w o r d s o n t h e c a r d s . W h e n they have f i n i s h e d t h i s , w r i t e a n agreed ve r s i on o f t h e d i a l o g u e o n the boa rd .

• Listen aga in a n d c o r r e c t t h e v e r s i o n o n the boa rd f o c u s i n g o n t h e t a r g e t language, be fo re m a r k i n g phono log i ca l f ea tu res .

Student Scribe

Listen and dictate




Plus ... A d i a l o g u e (see b e l o w )

m a y b e f o l l o w e d b y D isappear ing Dia logue, First-line Change, Parallel Situations

• C h o o s e a d i a l o g u e (of f o u r t o e i g h t l i n e s ) t h a t y o u f e e l w i l l b e c h a l l e n g i n g f o r y o u r s t u d e n t s . T h e y m a y u n d e r s t a n d t h e g i s t , b u t w i l l o n l y b e a b l e t o d e c i p h e r i t c o m p l e t e l y a f t e r l i s t e n i n g t o t h e d i a l o g u e a n u m b e r o f t i m e s .

• G i v e o n e s t u d e n t i n t h e c l a s s t h e c a s s e t t e - r e c o r d e r . M a k e s u r e t h a t t h e t a p e i s i n t h e r i g h t p l a c e .

• A s k a n o t h e r s t u d e n t t o s t a n d a t t h e b o a r d a n d g i v e h i m o r h e r a b o a r d p e n . T h i s p e r s o n i s t h e c l a s s ' s c r i b e ' a n d i s n o t a l l o w e d t o s p e a k .

• E x p l a i n t o t h e c l a s s t h a t t h e y a r e g o i n g t o h e a r a d i a l o g u e . T h e i r a i m i s t o t e l l t h e c l a s s s c r i b e w h a t t o w r i t e o n t h e b o a r d , i n o r d e r t o p r o d u c e a n e x a c t t r a n s c r i p t . T h e y c a n a s k t h e s t u d e n t w i t h t h e c a s s e t t e - r e c o r d e r t o p a u s e a n d r e p l a y p a r t s o f t h e d i a l o g u e a s m a n y t i m e s a s t h e y l i k e . R e m i n d t h e m o f t h e l a n g u a g e t h e y w i l l n e e d i n o r d e r t o d o t h i s .

• W h e n t h e c l a s s h a s c o m p l e t e d t h i s t a s k t o y o u r s a t i s f a c t i o n , f o c u s o n t h e t a r g e t l a n g u a g e b e f o r e m a r k i n g t h e t r a n s c r i p t f o r p h o n o l o g i c a l f e a t u r e s a n d d r i l l i n g .

Line-by-Line Prediction

Listen and predict what is coming next




O H P ( o p t i o n a l )

Plus... A d i a l o g u e ( see b e l o w )

m a y b e f o l l o w e d b y a n y p r a c t i c e a c t i v i t y

• T h i s a c t i v i t y w o r k s b e s t w i t h d i a l o g u e s o f f o u r t o s i x l i n e s . I t i s i d e a l f o r p r e s e n t i n g n e w l a n g u a g e .

• Set t h e s c e n e f o r t h e d i a l o g u e t h r o u g h a d i s c u s s i o n , o r u s e p i c t u r e s o r r e a l i a .

• P l a y t h e f i r s t l i n e o f t h e d i a l o g u e . A s k c o m p r e h e n s i o n q u e s t i o n s a n d b u i l d u p t h e c o n t e x t i n g r e a t e r d e t a i l .

• P l a y t h e l i n e a g a i n a n d g e t t h e s t u d e n t s t o r e p e a t i t a c c u r a t e l y b o t h i n t e r m s o f l a n g u a g e a n d p r o n u n c i a t i o n .

• A s k t h e s t u d e n t s t o p r e d i c t t h e n e x t l i n e . D i s c u s s t h e i r p r e d i c t i o n s a n d t h e n p l a y t h e s e c o n d l i n e . D e a l w i t h a n y c o m p r e h e n s i o n p r o b l e m s . T h e n d r i l l t h e f i r s t t w o l i n e s , f i r s t i n c l o s e d p a i r s a n d t h e n i n o p e n p a i r s .

• A s k t h e s t u d e n t s t o p r e d i c t t h e n e x t l i n e . C o n t i n u e i n t h i s w a y , u n t i l t h e w h o l e d i a l o g u e h a s b e e n p r a c t i s e d .

• W r i t e t h e d i a l o g u e o n t h e b o a r d w i t h t h e s t u d e n t s ' h e l p o r p r o j e c t i t u s i n g a p h o t o c o p i e d O H T

• F o c u s o n t h e t a r g e t l a n g u a g e , a n d d i s c u s s s t r e s s , i n t o n a t i o n a n d o t h e r p h o n o l o g i c a l f e a t u r e s , m a r k i n g t h e t r a n s c r i p t w h e r e n e c e s s a r y .

3 7

D i a l o g u e s Presentations Practice Activities

Split-completion Dialogue

Create a dialogue and work on discourse features

Cut-up Dialogue



Equipment/ Materials O H P ( o p t i o n a l ) ;


Plus... A d i a l o g u e ( E x a m p l e D i a l o g u e 2 , p a g e 3 6 )

m a y be f o l l o w e d by First-line Change, Parallel Situations

• Y o u w i l l n e e d : c o p i e s o f t h e d i a l o g u e f o r h a l f t h e c l a s s , w i t h S u e ' s l i n e s d e l e t e d ; c o p i e s o f t h e d i a l o g u e f o r t h e o t h e r h a l f o f t h e c l a s s , w i t h J an ' s l i n e s d e l e t e d ; a n d a c o p y o f t h e d i a l o g u e f o r e a c h s t u d e n t i n t h e c l a s s w i t h S u e a n d J an ' s l i n e s d e l e t e d , l e a v i n g o n l y t h e i r n a m e s f o l l o w e d b y a d o t t e d l i n e .

• P u t t h e s t u d e n t s i n t o p a i r s . G i v e o n e s t u d e n t i n e a c h p a i r S u e ' s l i n e s , a n d t h e o t h e r , J an ' s l i n e s . T e l l t h e m t o l o o k c a r e f u l l y a t t h e i r p a r t s o f t h e d i a l o g u e a n d t o w o r k i n d i v i d u a l l y t o t r y t o f i l l i n t h e m i s s i n g l i n e s .

• W h e n t h e y h a v e c o m p l e t e d t h i s , g i v e a l l t h e s t u d e n t s a c o p y o f t h e ' n a m e s o n l y ' d i a l o g u e . I n d i v i d u a l l y , t h e y s h o u l d t r a n s f e r t h e n e w l i n e s t h a t t h e y h a v e w r i t t e n o n t o t h i s s h e e t o f p a p e r . T a k e b a c k t h e o r i g i n a l s h e e t s a t t h i s p o i n t .

• I n p a i r s , t h e s t u d e n t s r e a d t h e i r l i n e s , p r o d u c i n g a s o m e w h a t d i s j o i n t e d d i a l o g u e . E a c h p a i r t h e n (

w o r k s t o r e p a i r t h e i r o w n d i a l o g u e s o tha t i t r e a d s m o r e c o h e r e n t l y .

• T h e s t u d e n t s p e r f o r m t h e i r d i a l o g u e s .

• L o o k a t t h e o r i g i n a l d i a l o g u e s . D i s c u s s t h e d i f f e r e n c e s .

Rearrange lines to form a cohesive dialogue




Plus ... A d i a l o g u e ( see b e l o w )

m a y b e fo l l o w e d b y Ray's Me thod , First-line Change, Parallel Situations

• C h o o s e a d i a l o g u e o f a b o u t f o u r t o e i g h t l i n e s . M a k e a p h o t o c o p y o f t h e d i a l o g u e f o r e a c h p a i r i n t h e c l a s s . C u t u p e a c h p h o t o c o p y l i n e b y l i n e a n d p u t t h e s e l i n e s i n t o a n e n v e l o p e .

• G i v e o n e o f t h e s e e n v e l o p e s t o e a c h p a i r o f s t u d e n t s . A s k t h e m t o p u t t h e l i n e s i n t o t h e c o r r e c t o r d e r .

• P l a y t h e d i a l o g u e . T h e s t u d e n t s l i s t e n t o c h e c k .

• S h o w t h e s t u d e n t s a c o p y o f t h e o r i g i n a l d i a l o g u e , u s i n g e i t h e r t h e b o a r d , a p h o t o c o p i e d O H T , o r p h o t o c o p i e s .

• F o c u s o n t h e t a r g e t l a n g u a g e , a n d d i s c u s s s t r e s s , i n t o n a t i o n a n d o t h e r p h o n o l o g i c a l f e a t u r e s , m a r k i n g t h e t r a n s c r i p t w h e r e n e c e s s a r y .

Disappearing Dialogue

Learn a dialogue as it is gradually being erased




Plus... A d i a l o g u e ( see b e l o w )

m a y f o l l o w Stressed Words, Student Scribe, Line-by-Line Predict ion

• C h o o s e a d i a l o g u e o f a b o u t f o u r t o e i g h t l i n e s . B e g i n t h e a c t i v i t y w i t h t h e w h o l e d i a l o g u e w r i t t e n c l e a r l y o n t h e b o a r d .

• P u t t h e s t u d e n t s i n t o p a i r s . A s k t h e m t o a c t o u t t h e d i a l o g u e , r e a d i n g f r o m t h e b o a r d .

• W h e n t h e y h a v e d o n e t h i s , a s k o n e o f t h e s t u d e n t s t o e r a s e t h e s t r e s s e d w o r d s f r o m t h e b o a r d . T h i s m a y i n v o l v e a d e g r e e o f n e g o t i a t i o n b e t w e e n t h e s t u d e n t s , i f t h e s t r e s sed w o r d s h a v e n o t a l r e a d y b e e n m a r k e d .

• I n p a i r s , t h e s t u d e n t s a c t o u t t h e d i a l o g u e a g a i n .

• A s k a n o t h e r s t u d e n t t o e r a s e w o r d s i n a n o t h e r c a t e g o r y , f o r e x a m p l e the v e r b f o r m s .

• O n c e a g a i n , t h e s t u d e n t s a c t o u t the r a p i d l y - d i s a p p e a r i n g d i a l o g u e . T h i s p r o c e s s m a y b e c o n t i n u e d u n t i l the b o a r d i s a l m o s t , o r c o m p l e t e l y b l a n k .

• P r o v i d e t h e s t u d e n t s w i t h a w r i t t e n r e c o r d o f t h e d i a l o g u e .

38

Practice Activities D i a l o g u e s

First-line Change

Adapt a dialogue to follow a new first line


Activity type P a i r w o r k / m i n g l e


Plus ... A d i a l o g u e (see b e l o w )

may fo l l ow any p r e sen t a t i on a n d c o n t r o l l e d practice

• On s l ips o f p a p e r , w r i t e a n u m b e r o f d i f ferent l i n e s w h i c h m i g h t s tar t d i a l o g u e s s i m i l a r , o r p a r a l l e l t o E x a m p l e D i a l o g u e 1 . A l t e r n a t i v e s t o ' O h n o ! N o t t h i s t r a c k a g a i n ' m i g h t b e ' O h n o ! N o t t h i s e p i s o d e a g a i n . ' ' O h n o ! N o t th i s c o m m e r c i a l a g a i n . ' ' O h n o ! N o t th i s d i a l o g u e presenta t ion a g a i n . '

• G i v e these s l i p s o f p a p e r t o h a l f t h e students i n y o u r c l a s s . A s k t h e students t o m i n g l e . W h e n a p e r s o n wi th a s l i p m e e t s a p e r s o n w i t h o u t one, they start a c o n v e r s a t i o n u s i n g their l i ne a n d d e v e l o p i t a l o n g s imi lar l i nes t o t h e p r e v i o u s l y pract ised d i a l o g u e .

Ray's Method

Help one another to learn a dialogue


Activity type P a i r w o r k / m i n g l e


Plus ... A d i a l o g u e ( E x a m p l e D i a l o g u e 2 , p a g e 3 6 )

m a y f o l l o w Stressed Words, Line-by-Line Predict ion, Cut-up Dia logue

• I n o r d e r t o u s e t h i s a c t i v i t y , y o u n e e d t h e f o l l o w i n g : c o p i e s o f t h e d i a l o g u e f o r h a l f t h e c l a s s , w i t h s o m e o f t h e w o r d s i n S u e ' s l i n e s g a p p e d ; a n d c o p i e s o f t h e d i a l o g u e f o r t h e o t h e r h a l f o f t h e c l a s s , w i t h s o m e o f t h e w o r d s i n J an ' s l i n e s g a p p e d .

• P u t t h e s t u d e n t s i n t o p a i r s , g i v e t h e m t h e c o p i e s o f t h e d i a l o g u e a n d a s k t h e m t o a c t i t o u t . I f t h e s t u d e n t w h o i s a c t i n g o u t S u e i s u n a b l e t o r e m e m b e r t h e m i s s i n g w o r d s , ' J a n ' s h o u l d h e l p he r . I f t h e s t u d e n t w h o i s a c t i n g o u t J an i s u n a b l e t o r e m e m b e r h e r m i s s i n g w o r d s , ' S u e ' s h o u l d h e l p he r .

• O n c e t h e y h a v e d o n e t h i s , t h e c l a s s m i n g l e . A n y ' S u e ' m a y f i n d a n y ' J a n ' a n d a c t o u t t h e d i a l o g u e w i t h he r .

• W h e n t h i s h a s g o n e o n f o r a w h i l e , t h e s t u d e n t s e x c h a n g e r o l e s a n d t r a n s c r i p t s a n d c o n t i n u e i n t h e i r n e w r o l e s .

• F i n a l l y , t h e s t u d e n t s r e t u r n t o t h e i r o r i g i n a l p a i r s a n d a c t o u t t h e d i a l o g u e .

• P r o v i d e t h e s t u d e n t s w i t h a w r i t t e n r e c o r d o f t h e d i a l o g u e . I n t h i s c a s e , t h e y m a y f i l l i n t h e i r g a p p e d v e r s i o n .

Parallel Situations

Adapt what has been learnt to a new situation


Activity type P a i r w o r k / g r o u p w o r k / m i n g l e


Plus ... A d i a l o g u e ( E x a m p l e D i a l o g u e 1 , p a g e 3 6 )

m a y f o l l o w a n y p r e s e n t a t i o n a n d c o n t r o l l e d p r a c t i c e

• A s k t h e s t u d e n t s t o s t a n d i n a n o p e n s p a c e . A s k t h e m t o f i n d a p a r t n e r a n d a c t o u t E x a m p l e D i a l o g u e 1 a s b e s t t h e y c a n .

• T h e s t u d e n t s m i n g l e a n d t h e n f i n d a n o t h e r p a r t n e r t o a c t o u t a n o t h e r s i m i l a r d i a l o g u e .

• T e l l t h e m t h a t s o m e t h i n g h a s c h a n g e d . Y o u m a y w i s h t o c h a n g e t h e r o l e s t h e y a r e i n . F o r e x a m p l e , S u e i s n o w a d o c t o r a n d J an a p a t i e n t ; o r y o u m a y w i s h t o c h a n g e t h e s i t u a t i o n , f o r e x a m p l e , S u e n o w h a s h a y f e v e r .

39

7

Warmers and Fillers Eve rybody needs warmers and f i l lers . W a r m e r s c o m e at the b e g i n n i n g of a l e sson ; f i l lers in the m i d d l e or at the e n d . W h e n an act iv i ty is used as a warmer , the teacher 's a i m m a y be to get the students t a lk ing and t h i nk i ng in Eng l i sh , mot i va t ing them and gett ing them to th ink about the top i c to c o m e . The a i m m a y a lso be to get the students w o r k i n g as a g r o u p . Or aga in i t m a y be to a vo id a p red i c tab le b e g i n n i n g to e a c h l esson , for e x a m p l e , 'Turn to page 113 . '

W h e n an act iv i ty is used as a f i l ler, the teacher 's a i m may be to p rov i de a change of pace , f i l l an a w k w a r d gap or f in ish off the lesson on a pos i t i ve and purpose fu l note . On a l ingu is t i c l eve l , wa rmers and f i l lers can be used to r ecyc l e p rev ious l y taught language, as w e l l as d i agnose p rob l ems before an input stage or test after n e w language has been i n t r o d u c e d . T h e y c an be used to pract ise the four sk i l l s of speak ing , l i s ten ing , read ing a n d w r i t i ng .

It's wo r th t ry ing a range of act iv i t ies w i t h you r students, so that y o u f ind w h i c h ones w o r k best. These c an then b e c o m e regular sess ions, g i v i ng you r students some th ing to l ook fo rwa rd to, a n d p r o v i d i n g con t i nu i t y w i t h i n the c lass sy l l abus .

4 0

Make a Paper Aeroplane

Giving instructions in a foreign language can be hard ... and the results hilarious!

Leve l E l e m e n t a r y o n w a r d s

A c t i v i t y t y p e Pa i r w o r k / g r o u p w o r k ( o p t i o n a l )

E q u i p m e n t / M a t e r i a l s S c r a p p a p e r

• Ask the s t u d e n t s w h e t h e r t h e y k n o w h o w t o m a k e a p a p e r a e r o p l a n e .

• D i v i d e the c l a s s i n t o p a i r s o r s m a l l groups , b u t g r o u p t h e m s o t h a t t h e r e i s a t least o n e s t u d e n t w h o k n o w s h o w t o i n e a c h g r o u p . A t l o w e r levels, p re- teach a n y e s s e n t i a l vocabu l a r y .

• Ask the ' e x p e r t s ' to e x p l a i n to t h e i r partner(s) h o w t o m a k e a n d f l y a paper a e r o p l a n e . T h e i r pa r tne r ( s ) i s g iven a p i e c e o f p a p e r a n d i s e i t h e r b l i n d f o l d e d , o r a s k e d t o k e e p his/her eyes shu t .

• At lower l e ve l s , a sk t h e s t u d e n t s to write the i n s t r u c t i o n s . A t h i g h e r levels, e n c o u r a g e t h e s t u d e n t s t o think of the a c t i v i t y as a r o l e p l a y . The 'exper t ' i s s i g h t e d a n d i s t e l l i n g . i b l ind f r i end h o w to m a k e a p l a n e , and then has t o d e s c r i b e h o w i t f l i e s and whe re it l a n d s .

• Other tasks that w o r k w i t h t h i s activity are o r i g a m i ( J a p a n e s e p a p e r -folding), m a k i n g t h e p e r f e c t c u p o f tea or cof fee , a n d s t a r t i n g a c a r .

One-Word Story on Paper

An invaluable activity to practise basic writing skills at all levels



Materials S c r a p p a p e r

• T h i s a c t i v i t y w o r k s b e s t w h e n t h e s t u d e n t s a r e s e a t e d i n a c i r c l e , o r h o r s e s h o e , w i t h d e s k s i n f r o n t o f t h e m .

• E x p l a i n t o t h e s t u d e n t s t h a t t h e y a r e g o i n g t o t e l l a s t o r y , b u t t h a t t h e y a r e o n l y a l l o w e d t o c o n t r i b u t e o n e w o r d a t a t i m e . B e g i n t h e s t o r y y o u r s e l f w i t h t h e w o r d the.

• A s k t h e f i r s t s t u d e n t t o c o n t i n u e t h e s t o r y w i t h t h e n e x t w o r d . E a c h s t u d e n t t h e n c o n t i n u e s t h e s t o r y b y a d d i n g o n e w o r d . A t l o w e r l e v e l s w r i t e t h e s t o r y o n t h e b o a r d a s i t p r o g r e s s e s . C o r r e c t a n y m i s t a k e s a s t h e y o c c u r b y u s i n g g e s t u r e . I n a m o n o l i n g u a l c l a s s , t h i s a c t i v i t y c a n b e d e m o n s t r a t e d b y u s i n g t h e s t u d e n t s ' n a t i v e l a n g u a g e .

• G i v e e a c h s t u d e n t a s h e e t o f p a p e r . A s k t h e m t o w r i t e t h e f i r s t w o r d o f a s t o r y . T h e y t h e n p a s s t h e p i e c e o f p a p e r t o t h e le f t a n d w r i t e o n e w o r d t o c o n t i n u e t h e s t o r y o n t h e p i e c e o f p a p e r t h a t t h e y h a v e b e e n h a n d e d .

• R e p e a t t h i s . I f a s t u d e n t r e c e i v e s a s t o r y a n d f e e l s t h a t t h e l as t w o r d i s i m p o s s i b l e , t h e y p a s s i t b a c k f o r c o r r e c t i o n . Y o u m a y h a v e t o a d j u d i c a t e .

F i n a l l y s t u d e n t s r e a d o u t t h e s t o r i e s .

W a r m e r s a n d F i l l e r s

First Letter, Last Letter

A pronunciation game that's really a spelling game


Activity type M i n g l e / c o m p e t i t i v e a c t i v i t y


• A s k t h e s t u d e n t s t o s t a n d i n a c i r c l e . T e l l o n e s t u d e n t t o s a y a n y w o r d a t a l l .

• T e l l t h e s t u d e n t t o h i s o r h e r lef t t o s a y a w o r d t h a t b e g i n s w i t h t h e l as t l e t t e r o f t h e p r e v i o u s w o r d , t h e n e x t s t u d e n t c o n t i n u e s i n t h e s a m e m a n n e r , f o r e x a m p l e , ' p e a c h .. . h o u s e . . . e n g i n e e r . . . . ' W h e n p r o b l e m s a r i s e y o u s h o u l d a d j u d i c a t e .

• T o m a k e t h e a c t i v i t y i n t o a g a m e , g i v e s t u d e n t s a f i v e - s e c o n d l i m i t t o e a c h w o r d . I f t h e y d o n o t s a y a n a p p r o p r i a t e w o r d i n t h e t i m e a l l o w e d , t h e y h a v e t o l e a v e t h e c i r c l e .

41


Make a Paper Aeroplane

Giving instructions in a foreign language can be hard ... and the results hilarious!



Equipment/ Materials S c r a p p a p e r

• Ask the s t u d e n t s w h e t h e r t h e y k n o w h o w t o m a k e a p a p e r a e r o p l a n e .

• D i v i d e the c l a s s i n t o p a i r s o r s m a l l groups , bu t g r o u p t h e m s o t h a t t h e r e i s a t least o n e s t u d e n t w h o k n o w s how t o i n e a c h g r o u p . A t l o w e r levels, p r e- t each a n y e s s e n t i a l v o cabu l a r y .

• Ask the ' e x p e r t s ' t o e x p l a i n to t h e i r partner(s) h o w t o m a k e a n d f l y a paper a e r o p l a n e . T h e i r pa r tne r ( s ) i s given a p i e c e o f p a p e r a n d i s e i t h e r b l i n d f o l d e d , o r a s k e d t o k e e p his/her eyes s h u t .

• At l ower l e ve l s , a sk t h e s t u d e n t s to write the i n s t r u c t i o n s . A t h i g h e r levels, e n c o u r a g e t h e s t u d e n t s t o think of the a c t i v i t y as a r o l e p l a y . The ' exper t ' i s s i g h t e d a n d i s t e l l i n g a b l ind f r i end h o w to m a k e a p l a n e , and then has to d e s c r i b e h o w i t f l i e s and w h e r e i t l a n d s .

• Other tasks that w o r k w i t h t h i s activity are o r i g a m i ( J a p a n e s e p a p e r -folding), m a k i n g t h e p e r f e c t c u p o f tea or co f fee , a n d s t a r t i n g a c a r .

One-Word Story on Paper

An invaluable activity to practise basic writing skills at all levels



Materials S c r a p p a p e r

• T h i s a c t i v i t y w o r k s b e s t w h e n t h e s t u d e n t s a r e s e a t e d i n a c i r c l e , o r h o r s e s h o e , w i t h d e s k s i n f r o n t o f t h e m .

• E x p l a i n t o t h e s t u d e n t s t h a t t h e y a r e g o i n g t o t e l l a s t o r y , b u t t h a t t h e y a r e o n l y a l l o w e d t o c o n t r i b u t e o n e w o r d a t a t i m e . B e g i n t h e s t o r y y o u r s e l f w i t h t h e w o r d the.

• A s k t h e f i r s t s t u d e n t t o c o n t i n u e t h e s t o r y w i t h t h e n e x t w o r d . E a c h s t u d e n t t h e n c o n t i n u e s t h e s t o r y b y a d d i n g o n e w o r d . A t l o w e r l e v e l s w r i t e t h e s t o r y o n t h e b o a r d a s i t p r o g r e s s e s . C o r r e c t a n y m i s t a k e s a s t h e y o c c u r b y u s i n g g e s t u r e . I n a m o n o l i n g u a l c l a s s , t h i s a c t i v i t y c a n b e d e m o n s t r a t e d b y u s i n g t h e s t u d e n t s ' n a t i v e l a n g u a g e .

• G i v e e a c h s t u d e n t a s h e e t o f p a p e r . A s k t h e m t o w r i t e t h e f i r s t w o r d o f a s t o r y . T h e y t h e n p a s s t h e p i e c e o f p a p e r t o t h e le f t a n d w r i t e o n e w o r d t o c o n t i n u e t h e s t o r y o n t h e p i e c e o f p a p e r t h a t t h e y h a v e b e e n h a n d e d .

• R e p e a t t h i s . I f a s t u d e n t r e c e i v e s a s t o r y a n d f e e l s t h a t t h e l as t w o r d i s i m p o s s i b l e , t h e y p a s s i t b a c k f o r c o r r e c t i o n . Y o u m a y h a v e t o a d j u d i c a t e .

• F i n a l l y s t u d e n t s r e a d o u t t h e s t o r i e s .

First Letter, Last Letter

A pronunciation game that's really a spelling game




• A s k t h e s t u d e n t s t o s t a n d i n a c i r c l e . T e l l o n e s t u d e n t t o s a y a n y w o r d at a l l .

• T e l l t h e s t u d e n t t o h i s o r h e r le f t t o s a y a w o r d t h a t b e g i n s w i t h t h e last l e t t e r o f t h e p r e v i o u s w o r d , t h e n e x t s t u d e n t c o n t i n u e s i n t h e s a m e m a n n e r , f o r e x a m p l e , ' p e a c h . . . h o u s e . . . e n g i n e e r . . . . ' W h e n p r o b l e m s a r i s e y o u s h o u l d a d j u d i c a t e .

• T o m a k e t h e a c t i v i t y i n t o a g a m e , g i v e s t u d e n t s a f i v e - s e c o n d l i m i t t o e a c h w o r d . I f t h e y d o n o t s a y a n a p p r o p r i a t e w o r d i n t h e t i m e a l l o w e d , t h e y h a v e t o l e a v e t h e c i r c l e .

41


Spelling Game

Your students will enjoy playing this at breaktime too!


Activity type P a i r w o r k / c o m p e t i t i v e a c t i v i t y


• D i v i d e t h e c l a s s i n t o t e a m s . E a c h t e a m t a k e s i t i n t u r n s t o a d d a l e t te r t o a w o r d . E a c h l e t t e r m u s t c o n t r i b u t e t o a w o r d i n E n g l i s h , b u t t h e t e a m w h i c h completes a w o r d l o s e s a n d t h e o p p o s i n g t e a m i s a w a r d e d a p o i n t .

• F o r e x a m p l e :

T e a m A s a y s ' A . ' T e a m B s a y s ' N . ' Team B loses and Team A wins one point.

T e a m B s a y s ' C T e a m A s a y s ' A . ' T e a m B s a y s ' R . ' Team B loses and Team A wins one point.

• I f a t e a m f e e l s t h a t t h e o p p o s i n g t e a m h a s u s e d a l e t t e r w h i c h d o e s n o t b u i l d a w o r d i n E n g l i s h , t h e y m a y c h a l l e n g e . I f t h e o p p o s i n g t e a m i s u n a b l e t o p r o d u c e a w o r d , t h e t e a m c h a l l e n g i n g g a i n s o n e p o i n t . I f a c h a l l e n g e i s i n c o r r e c t , t h e o t h e r t e a m g a i n s o n e p o i n t .


T e a m A s a y s ' M ' . T e a m B s a y s ' Z ' . Team A challenges and wins a point.

m T e a m B s a y s ' A ' . T e a m A s a y s ' A ' . Team B challenges. Team A says 'Aardvark' and gains one point.

• T h e b e s t w a y t o e x p l a i n t h i s g a m e t o y o u r c l a s s i s t o d e m o n s t r a t e i t .

Alphabet Race

Simple but effective and can be used for revision or as a warmer for a new vocabulary area




• P u t t h e s t u d e n t s i n t o p a i r s o r s m a l l g r o u p s . A s k o n e s t u d e n t i n e a c h g r o u p t o w r i t e t h e a l p h a b e t v e r t i c a l l y d o w n t h e s i d e o f a p i e c e o f p a p e r (o r y o u m a y w i s h t o p h o t o c o p y s o m e s h e e t s i n a d v a n c e ) .

• W r i t e a t o p i c o n t h e b o a r d a n d g i v e t h e s t u d e n t s a t i m e l i m i t . T h e y h a v e t o w r i t e o n e w o r d r e l a t e d t o t h a t t o p i c b e g i n n i n g w i t h e a c h l e t t e r o f t h e a l p h a b e t o n t h e i r s h e e t o f p a p e r . C h e c k t h e s p e l l i n g o r t e l l t h e s t u d e n t s t o c h e c k i t i n d i c t i o n a r i e s . T h e g r o u p w i t h t h e m o s t w o r d s w i n s .

• O n e w a y o f e x t e n d i n g t h e a c t i v i t y i s t o c i r c u l a t e t h e s h e e t s r o u n d d i f f e r e n t g r o u p s . T h e s t u d e n t s n o t e d o w n a n y n e w v o c a b u l a r y a n d m a y c h a l l e n g e a n y i n a p p r o p r i a t e w o r d s o r s p e l l i n g m i s t a k e s . E x p e c t h e a t e d d e b a t e .

The Rhinoceros Game

A livelier version of the previous activity - good with small classes, and very popular with children



Equipment/ Materials D i f f e r e n t c o l o u r e d

b o a r d p e n s

• P u t y o u r s t u d e n t s i n t o t w o t e a m s . A s k t h e m t o c o m e u p w i t h a l o n g w o r d , f o r e x a m p l e rhinoceros. W i t h i s w o r d d o w n t h e le f t s i d e o f th< b o a r d a n d a g a i n d o w n t h e c e n t r e o n c e f o r e a c h t e a m . M a k e s u r e t h y o u h a v e le f t e n o u g h s p a c e b e t w e e n t h e m f o r e a c h t e a m t o w r i t e a w o r d a c r o s s .

• T e l l t h e s t u d e n t s t h a t e a c h t e a m h t o w r i t e o n e w o r d a c r o s s f o r e a c h l e t t e r o f t h e l o n g w o r d . L i m i t t h e w o r d s t o a p a r t i c u l a r g r o u p : a t l o w e r l e v e l s , f o r e x a m p l e , v e r b s , n o u n s e t c ; a t h i g h e r l e v e l s , w o r d s c o n n e c t e d w i t h c r i m e , c a r s e t c .

F o r e x a m p l e :

R o b b e r H o u s e - b r e a k e r I n n o c e n t N . . .

• G i v e e a c h t e a m a d i f f e r e n t c o l o u i b o a r d p e n a n d a s k t h e m t o g o t o b a c k o f t h e c l a s s r o o m . O n e m e m o f e a c h t e a m t h e n r u n s t o t h e fror o f t h e c l a s s t o w r i t e a w o r d . H e o s h e r u n s b a c k t o h a n d t h e p e n t o a n o t h e r m e m b e r o f t h e t e a m . The f i r s t t e a m t o c o m p l e t e a l l t h e w o n a c r o s s w i n s .

42


Busybodies

Students insist on sidetracking you? Take advantage



Materials N o n e

• A l l o c a t e e a c h o f t h e s t u d e n t s a ques t i on w o r d , f o r e x a m p l e ' W h y ? ' ' W h e r e ? ' ' D i d ? ' E x p l a i n t h a t y o u a r e go ing t o t e l l t h e m a b o u t y o u r m o r n i n g , s t a r t i n g f r o m w h e n y o u w o k e u p . T h e i r t a sk i s t o s t o p y o u ar r i v ing a t t h e s c h o o l b y a s k i n g y o u too m a n y q u e s t i o n s . G i v e t h e m a t ime l im i t . M a k e i t l o n g e r i f t h e class i s m o r e a d v a n c e d .

• O n c e y o u h a v e d e m o n s t r a t e d t h e activity, y o u c a n ge t t h e s t u d e n t s t o play i t i n p a i r s . B u t t h i s t i m e t h e students are n o t l i m i t e d t o o n e quest ion w o r d .

Thanks lo R i chard S ide for this i d e a .

Just a Minute

A variation on the well-known BBC radio show



Equipment/ Materials A w a t c h ( a s t o p w a t c h

i s i d e a l ) ; c a r d s

• W r i t e o n c a r d s s o m e t o p i c s t h a t y o u r c l a s s w i l l f e e l c o n f i d e n t t a l k i n g a b o u t , f o r e x a m p l e ' M y h o u s e ' ' M y last h o l i d a y ' . Y o u m a y w i s h t o u s e t h e c a r d s f o r S u m m a r i e s C i r c l e (Circles).

• A s k a m o r e c o n f i d e n t s t u d e n t t o t a k e a c a r d a t r a n d o m a n d r e a d t h e t o p i c a l o u d t o t h e g r o u p . E x p l a i n t h a t t h e a i m o f t h e g a m e i s f o r t h i s s t u d e n t t o t a l k o n t h i s s u b j e c t f o r o n e m i n u t e w i t h o u t h e s i t a t i n g o r m a k i n g a s e r i o u s g r a m m a t i c a l e r r o r .

• T e l l t h e o t h e r s t u d e n t s t o c h a l l e n g e i f t h e y f e e l t h a t r u l e s h a v e b e e n b r o k e n . Y o u w i l l n e e d t o a d j u d i c a t e h e r e . I f t h e c h a l l e n g e i s a c c e p t e d , t h e c h a l l e n g e r h a s t o s p e a k o n t h e s a m e s u b j e c t f o r t h e r e m a i n i n g t i m e . T h e s t u d e n t s p e a k i n g a t t h e e n d o f t h e m i n u t e w i n s a p o i n t .

• C o n t i n u e t h e g a m e w i t h a n o t h e r s t u d e n t a n d a n e w t o p i c c a r d .

Anything in the World

Twenty Questions or Animal, Vegetable or Mineral - classic practice of forming questions




• T h i n k o f a n o b j e c t , a n i m a t e o r i n a n i m a t e , a n y t h i n g i n t h e w o r l d . T e l l t h e s t u d e n t s t h a t t h e y h a v e t o f i n d o u t w h a t y o u a r e t h i n k i n g o f b y a s k i n g ' y e s / n o ' q u e s t i o n s . I f y o u l i k e , y o u c a n l i m i t t h e n u m b e r o f q u e s t i o n s , o r h a v e a t i m e l i m i t .

• T h e s t u d e n t w h o a s k s t h e f i n a l q u e s t i o n , f o r e x a m p l e 'Is i t a n a n t ? ' t h e n t h i n k s o f t h e n e x t ' t h i n g ' . T h e g a m e c o n t i n u e s .

4 3


Yes/No - Black/White Game

Good practice for all kinds of questions




• A s k o n e s t u d e n t t o s i t i n t h e ' h o t s e a t ' . T e l l t h i s p e r s o n t h a t h i s o r h e r a i m i s t o s u r v i v e f o r o n e m i n u t e w i t h o u t s a y i n g ' y e s , ' ' n o , ' ' b l a c k , ' o r ' w h i t e ' . T e l l t h e o t h e r s t u d e n t s t h a t i t i s t h e i r a i m t o f o r c e t h e p e r s o n i n t h e h o t s ea t t o u s e o n e o f t h e s e w o r d s .


' D o y o u l i v e i n P a r i s ? ' 'You know that I do.'

' H a v e y o u b e e n t o S w i t z e r l a n d ? ' 'Never.'

' Y o u j u s t s a i d " n o , " d i d n ' t y o u ? ' 'No, I didn't... agh!!'

Class Expert

Give your students valuable question practice with this activity



Equipment/

Materials N o n e

• A s k t h e c l a s s t o t h i n k a b o u t s u b j e c t s o r t o p i c a r e a s w h i c h t h e y , a s i n d i v i d u a l s , k n o w a l o t a b o u t , f o r e x a m p l e : E n g l i s h f o o t b a l l , b a n k i n g , t h e i r o w n c o u n t r y ( in a m u l t i l i n g u a l c l a s s ) .

• M a k e a l i s t o f t h e s t u d e n t s ' n a m e s a n d p u t i t u p o n a n o t i c e b o a r d i n t h e c l a s s r o o m . A s k e a c h s t u d e n t t o w r i t e t h e i r t o p i c n e x t t o t h e i r n a m e . E x p l a i n t h a t , o v e r t h e c o m i n g w e e k s , y o u w o u l d l i k e t h e s t u d e n t s t o t a k e i t i n t u r n s t o a n s w e r q u e s t i o n s o n t h e i r c h o s e n a r e a .

• W h e n a l l t h e s t u d e n t s h a v e w r i t t e n u p a t o p i c , f i n d a s t u d e n t w h o i s w i l l i n g t o s ta r t t h e b a l l r o l l i n g . I n t r o d u c e b o t h t h e s t u d e n t a n d h i s o r h e r t o p i c a r e a t o t h e c l a s s , a n d i n v i t e t h e o t h e r s t u d e n t s t o a s k q u e s t i o n s o r s i m p l y t o c h e c k t h e t h i n g s t h e y think t h e y k n o w a b o u t t h e ' e x p e r t ' s ' c h o s e n a r e a , f o r e x a m p l e ' A r e t h e r e m a n y I t a l i a n p l a y e r s i n E n g l i s h t e a m s ? ' ' T h e r e a r e f o u r l e a g u e s i n E n g l i s h f o o t b a l l , a r e n ' t t h e r e ? '

• I f y o u w i s h t o e x t e n d t h e a c t i v i t y , a s k t h e s t u d e n t s t o w r i t e d o w n , o n a p i e c e o f p a p e r , a n y t h i n g n e w t h a t t h e y h a v e l e a r n t d u r i n g t h e s e s s i o n . T h e y s h o u l d h a n d t h e s e s l i p s t o t h e ' e x p e r t ' f o r c h e c k i n g .

Absent Friends

A warmer to use when your class arrives in dribs and drabs - it may even encourage them to arrive on time!




• A s k t h e c l a s s t o i m a g i n e w h e r e t h e i r a b s e n t c l a s s m a t e s a r e , a n d w h a t t h e y m i g h t b e d o i n g . T a k e e a c h s t u d e n t i n t u r n a n d r e c o r d t h e c l a s s ' s g u e s s e s . W h e n t h e s t u d e n t a r r i v e s , t h e y c a n t e l l t h e c l a s s w h e t h e r t h e y w e r e r i g h t o r n o t .

• E x c e l l e n t p r a c t i c e f o r m o d a l v e r b s a n d a d v e r b s . F o r e x a m p l e ' H e c a n ' t h a v e m i s s e d h i s b u s a g a i n . H e ' s p r o b a b l y j u s t s t u c k i n t r a f f i c '

4 4


In My Grandmother's Chest

A children's favourite which emphasises the adjective-noun word order in English

Level E l e m e n t a r y a n d P r e - i n t e r m e d i a t e



• Teacher: ' In my g r a n d m o t h e r ' s chest , I f o u n d a n a n g r y a n t . '

Student I : ' In my g r a n d m o t h e r ' s chest , I f o u n d an a n g r y a n t a n d a b ig b o o k . '

Student 2: ' In my g r a n d m o t h e r ' s chest , I f o u n d an a n g r y a n t , a b i g book a n d a c l e v e r c a t . '

• E n c o u r a g e t h e c l a s s t o c o n t i n u e a s above . S top a t Z .

Stress

Practise stress by getting rid of it.



Equipment/ Materials L a r g e s h e e t s o f p a p e r

a n d d r a w i n g p i n s

Plus... T e a c h e r ' s k n o w l e d g e o f p h o n e m i c c h a r t

• M a k e a l i s t o f a t l e a s t t w e n t y r e c e n t l y - t a u g h t w o r d s w h i c h c o n f o r m t o f o u r d i f f e r e n t s t ress p a t t e r n s , f o r e x a m p l e ' T u e s d a y . . . S a t u r d a y . . . D e c e m b e r . . . J u l y . ' M a k e f o u r p o s t e r s w i t h t h e f o u r s t r e ss p a t t e r n s c l e a r l y m a r k e d , f o r e x a m p l e Oo... Ooo... 0O0... oO.' P l a c e

t h e s e p o s t e r s a r o u n d t h e r o o m .

• A s k y o u r s t u d e n t s t o g o i n t o t h e m i d d l e o f t h e r o o m . T e l l t h e m t o r u n t o t h e a p p r o p r i a t e p o s t e r f o r t h e w o r d w h i c h y o u r e a d o u t .

• W o r k t h r o u g h t h e l i s t o f w o r d s i n t h i s w a y . I f t h e r e i s a n y d i s a g r e e m e n t , r e p e a t t h e w o r d u n t i l e v e r y b o d y i s i n t h e s a m e p l a c e . W h e n t h e r e i s t o t a l a g r e e m e n t , e v e r y b o d y s h o u t s o u t t h e w o r d t o g e t h e r .

• T h i s a c t i v i t y a l s o w o r k s w e l l w i t h i n d i v i d u a l p h o n e m e s . U s e d r e g u l a r l y i t c a n b e a n e f f e c t i v e w a y o f t e a c h i n g , a n d l e a r n i n g , t h e p h o n e m i c c h a r t , e s p e c i a l l y f o r c h i l d r e n .

Stupid Instructions

A different angle on giving instructions and warnings




• E x p l a i n t o y o u r s t u d e n t s t h a t s o m e c o m p a n i e s a r e n o w s o s c a r e d o f b e i n g s u e d t h a t i n E n g l a n d y o u c a n b u y a p a c k e t o f p e a n u t s t h a t c a r r i e s t h e f o l l o w i n g w a r n i n g : ' C o n t a i n s n u t s . ' A n A m e r i c a n a i r l i n e g i v e s t h e f o l l o w i n g m e s s a g e : ' I n s t r u c t i o n s : O p e n p a c k e t , e a t c o n t e n t s . '

• D i v i d e y o u r c l a s s i n t o g r o u p s . G i v e e a c h g r o u p a g e n e r o u s n u m b e r o f l a b e l s a n d a d i f f e r e n t c o l o u r e d p e n . T h e i r t a s k i s t o w r i t e a s m a n y ' s t u p i d i n s t r u c t i o n s ' o r w a r n i n g s f o r o b j e c t s i n t h e c l a s s r o o m , a s t h e y c a n i n a n a l l o c a t e d t i m e .

• A s s o o n a s t h e y h a v e w r i t t e n a n i n s t r u c t i o n , t h e y l a b e l t h e o b j e c t . A t t h e e n d o f t h e a c t i v i t y , t h e c l a s s d e c i d e s o n t h e f u n n i e s t i n s t r u c t i o n s .

4 5


Drawing Race Taxi Ride Phoneme Labels

Prepositions, shapes and much A quick warmer that makes students C r e a f with a large class

more aware of a valuable language-learning aid: themselves


Activity type G r o u p w o r k / c o m p e t i t i v e a c t i v i t y


Plus... Q u i c k d r a w i n g s t h a t y o u h a v e p r o d u c e d

• P r o d u c e a n u m b e r o f q u i c k d r a w i n g s w i t h a b o a r d p e n , m a d e u p o f s h a p e s , o b j e c t s - w h a t e v e r y o u w a n t . T h e s e s h o u l d b e s i m p l e d r a w i n g s tha t a n o t h e r p e r s o n w o u l d f i n d e a s y t o r e p r o d u c e .

• P u t y o u r c l a s s i n t o t w o o r t h r e e t e a m s ( d e p e n d i n g o n t h e n u m b e r s i n y o u r c l a s s ) . I n s t r u c t o n e m e m b e r o f e a c h t e a m , t h e ' d r a w e r s , ' t o s t a n d i n f r o n t o f t h e w h i t e b o a r d w i t h a b o a r d p e n . A l l o c a t e e a c h t e a m a s e c t i o n o f t h e w h i t e b o a r d a n d a d i f f e r e n t c o l o u r e d b o a r d p e n .

• S i t t i n g i n f r o n t o f t h e w h i t e b o a r d , s h o w t h e f i r s t d r a w i n g t o e v e r y b o d y i n t h e c l a s s , e x c e p t t h o s e a t t h e b o a r d . E x p l a i n t h a t t h e d r a w e r s h a v e t o r e p r o d u c e t h e p i c t u r e s ,

a s a c c u r a t e l y a n d a s q u i c k l y a s p o s s i b l e , o n t h e w h i t e b o a r d . T h e o t h e r m e m b e r s o f t h e t e a m a r e t o i n s t r u c t t h e m . E n j o y t h e c h a o s !

• Y o u m a y w i s h t o d e a l w i t h a n y l a n g u a g e p r o b l e m s b e f o r e p r o c e e d i n g t o t h e n e x t p i c t u r e , • u s i n g n e w s t u d e n t s a s d r a w e r s . W h e n t h i n g s g e t r e a l l y n o i s y , a s k y o u r s t u d e n t s t o s i t o n t h e i r h a n d s .



Materials N o n e

• P u t t h e s t u d e n t s i n t o p a i r s . A s k t h e m t o s i t s i d e b y s i d e a n d i m a g i n e t h a t t h e y a r e i n a t a x i . T h e s t u d e n t o n t h e r i g h t i s a n E n g l i s h t a x i - d r i v e r .

• T e l l t h e s t u d e n t o n t h e le f t t h a t t h e i r a i m i s t o k e e p t h e c o n v e r s a t i o n g o i n g f o r a g i v e n t i m e .

• R e p e a t t h e a c t i v i t y f r o m t i m e t o t i m e , e a c h t i m e e x t e n d i n g t h e d u r a t i o n o f t h e a c t i v i t y .

T h a n k s t o M a d r i d t ax i d r i v e r s fo r th i s a c t i v i t y .




Plus... T e a c h e r ' s k n o w l e d g e o f p h o n e m e c h a r t ; o n e d i f f e r e n t p h o n e m e w r i t t e n o n e a c h l a b e l

• W r i t e t h e p h o n e m i c c h a r t o u t o n a se t o f l a b e l s ( in o t h e r w o r d s , 4 7 l a b e l s ) . T h e l a b e l s t h a t y o u c h o o s e e a c h t i m e t h a t y o u d o t h e a c t i v i t y w i l l d e p e n d o n t h e n u m b e r o f s t u d e n t s i n y o u r c l a s s , a n d t h e s o u n d s w h i c h y o u w i s h t o p r a c t i s e

• A s k t h e c l a s s t o s t a n d . G i v e e a c h s t u d e n t a d i f f e r e n t p h o n e m e t o wee M a k e s u r e t h a t e v e r y o n e k n o w s w h i c h s o u n d t h e y a r e w e a r i n g .

• ' C o n d u c t ' t h e c l a s s : f i r s t , e a c h s t u d e n t y o u p o i n t t o h a s t o u t te r t h e i r o w n s o u n d ; s e c o n d , a l l t h e o t h e r s t u d e n t s h a v e t o c h o r u s the s o u n d ; f i n a l l y , m o v e t w o s t u d e n t s t o g e t h e r t o c o m b i n e t h e i r s o u n d s t m a k e a w o r d i n E n g l i s h . D o th is a f e w t i m e s t o p r e p a r e t h e s t u d e n t s ( t h e n e x t s t a g e .

• T e l l t h e s t u d e n t s t o m i n g l e , l o o k i n f o r o t h e r s t u d e n t s w i t h w h o m the> c a n m a k e a w o r d . A w o r d m a y h a a n y n u m b e r o f s y l l a b l e s . W h e n a g r o u p f o r m s , t h e y c h o r u s t h e w o n Y o u s h o u l d c h e c k t h e i r a n s w e r s .

• A t t h e e n d o f t h e a c t i v i t y , a sk the s t u d e n t s , ' W h o c o u l d f o r m the m < w o r d s ? ' T h e c h a n c e s a r e tha t i t w b e t h e s t u d e n t w h o i s w e a r i n g the ' s c h w a ' .

4 6

8

Circles Circle activities are a w a y of p r o v i d i n g a structure which enables and encourages students to interact in small groups. They take students out f r om behind their desks and a w a y f rom their t ex tbooks .

The activities w h i c h f o l l o w share a format . T h e y give a variety of structures or f r ameworks for student interaction (for e x a m p l e , r ound the c i r c l e , across the c i rc le , w i t h i n the c i r c l e , c i r c l es w i t h i n circles, students outs ide and students ins ide the circle). These f r ameworks g ive less con f i den t students a space w i th i n w h i c h they c a n pract ise their English, as w e l l as g i v i ng more con f i den t students a more de f ined ro le . They c a n a lso be used for classes w i th poo r d y n a m i c s .

Circle activities can be used for the presenta t ion , practice, testing and r e c y c l i n g of g rammar , vocabulary and p r o n u n c i a t i o n , as w e l l as for fluency practice and needs ana lys is . W h e n a c i r c l e is used for presentation it w i l l n o r m a l l y i n c l u d e the whole class. However , a large c lass m a y be divided into smal ler c i rc les for p rac t i ce .

C i r c l e s requ i re m i n i m a l p repara t ion a n d are ex t reme ly f l ex i b l e . T h e y are exce l l en t lessons to 'have up y o u r s leeve ' for o c c a s i o n s w h e n you are asked to teach w i t h little or no w a r n i n g .

Students

K e i k o

Inger Peter

Joon Juan

Fritz M a r i a

L u k a

47

Summaries Circle

Ideal for the beginning of a course to help you with needs analysis



Equipment/ Materials P r e p a r e d c a r d s

Plus... T w o c l i p b o a r d s a n d S u m m a r i e s C i r c l e c a r d s

A s k K e i k o t o t a k e o n e o f t h e t o p i c c a r d s , f o r e x a m p l e ' m y last h o l i d a y ' a n d t o r e a d i t t o t h e g r o u p . T e l l t h e o t h e r s t h a t t h e y c a n a s k K e i k o a n y q u e s t i o n s a b o u t h e r l as t h o l i d a y . G i v e t h e c l i p b o a r d t o L u k a a n d

e x p l a i n t h a t h i s r o l e i s : f i r s t l y , t o t a k e n o t e s d u r i n g t h e c o n v e r s a t i o n ; a n d s e c o n d l y , w h e n a l l t h e q u e s t i o n s h a v e d r i e d u p , t o g i v e a s u m m a r y o f t h e t o p i c d i s c u s s e d t o t h e w h o l e g r o u p .

• W h e n L u k a h a s g i v e n h i s s u m m a r y , i t i s P e t e r ' s t u r n t o t a k e a c a r d a n d F r i t z ' s t u r n t o a c t a s n o t e - t a k e r . T h i s p r o c e s s t h e n c o n t i n u e s a r o u n d t h e g r o u p . T h e n o t e - t a k e r s h e l p t o e n s u r e t h a t a n y m i s u n d e r s t a n d i n g s a r e c l e a r e d u p .

• Y o u m a y n e e d t o ' f e e d i n ' s o m e l a n g u a g e i f t h e n o t e - t a k e r h a s a n y p r o b l e m s a s k i n g f o r r e p e t i t i o n o r

c l a r i f i c a t i o n . T a k e n o t e s o n o t h e r p r o b l e m a r e a s a n d f o l l o w t h e a c t i v i t y w i t h a m i s t a k e s s e s s i o n .

Example Cards

my last holiday

my home

Auxiliary Verb Circle

Learners are often surprised to discover the way the auxiliary verb moves like a beachball between English speakers


Activity type P a i r w o r k ( o p t i o n a l )


Plus... A u x i l i a r y V e r b C i r c l e c a r d s

• Forming questions G i v e t h e c a r d s t o K e i k o . S h e r e a d s t h e c a r d o n t h e t o p o f t h e p a c k t o L u k a , w h o t u r n s t h e s e n t e n c e i n t o a y e s / n o q u e s t i o n . K e i k o t h e n p a s s e s t h e c a r d s t o Pe t e r , w h o r e a d s t h e n e x t s e n t e n c e t o F r i t z . G o o n c e r o u n d t h e c i r c l e i n t h i s w a y .

• Answering questions G o r o u n d the? g r o u p a g a i n . T h i s t i m e K e i k o l o o k s a t t h e c a r d a n d t r a n s f o r m s t h e

s e n t e n c e s h e r s e l f i n t o a y e s / n o q u e s t i o n f o r L u k a , f o r e x a m p l e , ' H a v e y o u g o t a c a r ? ' L u k a a n s w e r s t h i s i n a n y w a y h e l i k e s . Y o u m a y h o w e v e r w i s h t o ' f e e d i n ' t h e s t a n d a r d a u x i l i a r y v e r b r e p l y i .e . ' N o , I h a v e n ' t ' .

• Agreeing U s i n g o n e o f t h e c a r d s m o d e l ' N o r h a v e I ' a n d ' S o h a v e I'. T h e e a s i e s t w a y t o d o t h i s i s t o j o i n t h e c i r c l e y o u r s e l f . U s e t h e a c t i v i t y t o p r a c t i s e t h e s e r e s p o n s e s , f o r e x a m p l e ' H a v e y o u g o t a c a r ? ' ' Y e s , I h a v e ' ' S o h a v e I'.

• Differing In t h e s a m e w a y , m o d e l o t h e r r e s p o n s e s s u c h a s ' H a v e y o u ? ' a n d ' I h a v e n ' t ' a n d t h e n u s e t h e a c t i v i t y t o p r a c t i s e t h e m .

• R e p e a t t h e a c t i v i t y o n c e m o r e , t e l l i n g t h e s t u d e n t s t h e y c a n n o w r e s p o n d i n a n y w a y t h e y l i k e , a n d e n c o u r a g e t h e m t o k e e p t h e c o n v e r s a t i o n g o i n g f o r a s l o n g a s

p o s s i b l e . W i t h a l a r g e c l a s s , th i s w o r k s b e s t i f t h e c i r c l e i s s p l i t i n t o p a i r s .

• G i v e e a c h p a i r a c a r d , w h i c h they c a n u s e t o i n i t i a t e c o n v e r s a t i o n . W h e n t h e y h a v e f i n i s h e d , t h e y s h o u l d p a s s t h e c a r d o n a r o u n d t h c i r c l e . I n t h i s w a y a l l t h e s t u d e n t s w i l l b e i n v o l v e d i n s i m u l t a n e o u s f r e e p r a c t i c e .

Example Cards

I'm in my 20s.

I've got a car.

A full set of Example Cards can be found on page 90.

4 8

Reporting Circle (Lower)

An activity which presents and practises the basic reporting verbs said, told and asked


Activity type G r o u p w o r k ( o p t i o n a l )

Equipment/ Materials S l i p s o f p a p e r ;

p r e p a r e d c a r d s

Plus... R e p o r t i n g C i r c l e ( L o w e r ) c a r d s

• G i v e the c a r d s t o K e i k o a n d a s k h e r t o read the t o p c a r d t o L u k a . L u k a then has t o r e p o r t b a c k t h e s e n t e n c e that has b e e n w r i t t e n on it, f o r e x a m p l e : ' I l i k e i c e - c r e a m ' , ' S h e told m e she l i k e d i c e - c r e a m ' o r ' S h e said she l i k e d i c e - c r e a m ' .

• I f L u k a h a s p r o b l e m s , e n c o u r a g e t h e o t h e r s t u d e n t s t o h e l p w i t h t h e r e p o r t i n g v e r b o r s t r u c t u r e . P u t t h e a g r e e d v e r b s o n t h e b o a r d a l o n g w i t h t h e s t r u c t u r e ( see K e y p a g e 9 2 ) . D i s c u s s t h e c h a n g e i n t h e v e r b f o r m a n d m o v e o n t o t h e n e x t p a i r ( P e t e r a n d F r i t z ) .

• C o n t i n u e i n t h i s w a y u n t i l a l l t h e v e r b s a n d s t r u c t u r e s h a v e b e e n e l i c i t e d . I f y o u d o t h e a c t i v i t y u s i n g t h e c a r d s i n t h e o r d e r s u g g e s t e d , t h e d i f f e r e n c e s b e t w e e n t h e v e r b s , a n d t h e s t r u c t u r e s t h a t t h e y r e q u i r e , w i l l b e m a d e c l e a r t o t h e s t u d e n t s .

• S h u f f l e t h e c a r d s a n d r e p e a t t h e a c t i v i t y f o r f u r t h e r p r a c t i c e . W i t h a l a r g e g r o u p y o u m a y w i s h t o p r o d u c e a g r e a t e r n u m b e r o f c a r d s f o r t h i s s t a g e o f t h e a c t i v i t y .

• I f t h e s t u d e n t s a r e s u f f i c i e n t l y c o n f i d e n t , t h e y m a y e n j o y p r o d u c i n g t h e i r o w n c a r d s i n s m a l l g r o u p s , f o r o t h e r g r o u p s t o u s e .

Example Cards

I I like ice cream.

I'm going to watch TV tonight.

An activity which makes practising reporting verbs fun


Act iv i ty t y p e W h o l e c l a s s

Equ ipment/ Mate r i a l s S l i p s o f p a p e r ;

p r e p a r e d c a r d s

Plus... R e p o r t i n g C i r c l e ( U p p e r ) c a r d s

• Give the ca rds to K e i k o a n d a s k h e r t o read the t o p c a r d t o L u k a . L u k a has to report b a c k t h e s e n t e n c e t h a t has been w r i t t en on it, f o r e x a m p l e : 'Get out and d o n ' t c o m e b a c k ! ' -'She told me to get o u t a n d n o t t o come back ' . I f L u k a h a s p r o b l e m s , encourage the o t h e r s t u d e n t s t o h e l p with the r epo r t i ng v e r b o r s t r u c t u r e .

Reporting Circle (Upper)

• P u t t h e a g r e e d v e r b o n t h e b o a r d a n d m o v e t o t h e n e x t p a i r - P e t e r a n d F r i t z . C o n t i n u e i n t h i s w a y u n t i l a l l t h e v e r b s a n d s t r u c t u r e s h a v e b e e n e l i c i t e d . I f y o u d o t h e a c t i v i t y u s i n g t h e c a r d s i n t h e o r d e r s u g g e s t e d , t h e v e r b s o n t h e b o a r d c a n b e g r o u p e d e a s i l y a c c o r d i n g t o t h e s t r u c t u r e t h a t f o l l o w s .

• S h u f f l e t h e c a r d s a n d r e p e a t t h e a c t i v i t y f o r f u r t h e r p r a c t i c e .

• G i v e t h e s t u d e n t s t h r e e o r f o u r s l i p s o f p a p e r e a c h , t e l l i n g t h e m t o c h o o s e v e r b s f r o m t h e l i s t o n t h e b o a r d a n d t o w r i t e o n t h e i r s l i p s p h r a s e s t h a t c o r r e s p o n d t o t h e v e r b s , f o r e x a m p l e : ' L e t ' s g o t o t h e b e a c h ' ( to suggest). A l l o w t h e m t o

« u s e t h e i r c o u r s e m a t e r i a l o r a n a p p r o p r i a t e r e f e r e n c e b o o k .

• R e p e a t t h e a c t i v i t y , u s i n g t h e s l i p s t h e y h a v e p r o d u c e d . K e e p t h e b e s t e x a m p l e s t o u s e f o r a l a t e r r e c y c l i n g a c t i v i t y .

Example Cards

I Get out and don't

come back!

2

If I were you, I'd take it back to the shop.

A full set of Example Cards can be found on pages 91-92.

4 9

C i r c l e s

How to prepare for those idiomatic opening gambits that native speakers use so often!




Plus... Q u i c k f i r e C i r c l e c a r d s

• M a k e u p a se t o f c a r d s . T h o s e p r o v i d e d h e r e a r e s u i t a b l e f o r a d v a n c e d s t u d e n t s ; y o u m a y w i s h t o m a k e y o u r o w n , a p p r o p r i a t e t o t h e l e v e l o f y o u r s t u d e n t s .

• P a s s t h e c a r d s o u t t o a l l b u t o n e o f t h e s t u d e n t s . T h i s s t u d e n t i s i n t h e

Quickfire Circle

' h o t s e a t ' . S t u d e n t s t a k e i t i n t u r n s t o r e a d t h e i r l i n e s , g o i n g r o u n d t h e c i r c l e . T h e p e r s o n i n t h e h o t s e a t r e s p o n d s a s b e s t h e o r s h e c a n . A t t h i s s t a g e w e l c o m e a n y p e e r s u p p o r t o r c o r r e c t i o n .

• W h e n a l l t h e c a r d s h a v e b e e n r e a d , r e p e a t t h e p r o c e d u r e a g a i n w i t h d i f f e r e n t s t u d e n t s i n t h e h o t s e a t . Y o u m a y n e e d t o r e p e a t t h i s s t a g e f o u r o r f i v e t i m e s b e f o r e t h e w h o l e g r o u p i s f a m i l i a r w i t h t h e n e w e x p r e s s i o n s .

• W h e n y o u f e e l t h e g r o u p i s r e a d y , p u t t h e c a r d s o n t h e f l o o r i n t h e m i d d l e o f t h e c i r c l e . I n v i t e t w o s t u d e n t s s i t t i n g o p p o s i t e e a c h o t h e r t o s t a n d u p . O n e o f t h e s t u d e n t s t a k e s a c a r d a n d r e a d s i t t o t h e

o t h e r , w h o r e s p o n d s . I f t h e y c a n , t l p a i r c o n t i n u e t h e c o n v e r s a t i o n .

• W h e n t h e i m p r o v i s a t i o n c o m e s t o a n e n d , i n v i t e a n o t h e r p a i r t o stan< u p a n d d o t h e s a m e .

Example Cards

What time do you call this?

Where to, guv?

Intensive, noisy, free practice




Plus... a j o b a d v e r t i s e m e n t

• A s a c l a s s , s t u d y t h e j o b a d v e r t i s e m e n t . D i s c u s s t h e k i n d o f p e r s o n w h o m i g h t ge t t h e j o b a n d m a k e a l i s t o f t h e q u a l i t i e s a n d e x p e r i e n c e t h a t t h i s p e r s o n m i g h t h a v e .

• E x p l a i n t h a t h a l f t h e s t u d e n t s a r e a p p l i c a n t s f o r t h e p o s t a d v e r t i s e d , a n d t h a t t h e o t h e r s t u d e n t s a r e g o i n g t o i n t e r v i e w t h e m . W i t h a l o w e r -

" l e v e l g r o u p , g i v e t h e m t i m e t o p r e p a r e b e f o r e p r o c e e d i n g t o t h e n e x t s t a g e .

Interview Circle

• A s k t h e s t u d e n t s t o s i t i n t w o c i r c l e s , o n e i n s i d e t h e o t h e r . E a c h c i r c l e m u s t h a v e t h e s a m e n u m b e r o f s e a t s ( y o u m a y n e e d t o j o i n i n t o m a k e t h e n u m b e r s e v e n ) . T h e c h a i r s i n t h e i n n e r c i r c l e f a c e o u t , a n d t h e c h a i r s i n t h e o u t e r c i r c l e f a c e i n . T h e s t u d e n t s i n t h e i n n e r c i r c l e a r e t h e a p p l i c a n t s ; a n d t h o s e i n t h e o u t e r c i r c l e , t h e i n t e r v i e w e r s . I f y o u h a v e m o r e t h a n f o u r t e e n s t u d e n t s , m a k e t w o se ts o f c i r c l e s .

• C o n d u c t a l l t h e i n t e r v i e w s i n p a i r s s i m u l t a n e o u s l y . G i v e t h e m a t i m e l i m i t .

• W h e n t h e t i m e h a s e l a p s e d , a s k t h e i n t e r v i e w e r s i n t h e o u t e r c i r c l e t o m o v e r o u n d o n e p l a c e t o t h e le f t . T h e y w i l l n o w b e f a c i n g a n e w a p p l i c a n t . T h e y i n t e r v i e w t h i s a p p l i c a n t f o r t h e j o b .

• T h i s p r o c e s s s h o u l d c o n t i n u e un t i e v e r y b o d y i n t h e i n n e r c i r c l e has b e e n i n t e r v i e w e d b y e v e r y b o d y i r t h e o u t e r c i r c l e .

• A t t h e e n d , t h e i n t e r v i e w e r s m e e t d i s c u s s w h o s h o u l d ge t t h e j o b . T a p p l i c a n t s d i s c u s s w h i c h i n t e r v i e v t h e y t h o u g h t w a s m o s t s u c c e s s f u l .

A full set of Example Cards can be found on page 94.

50

C i r c l e s

Waiting-room Circle

An amusing roleplay which helps students to practise both functional English and reporting


Activity type C r o u p w o r k


Plus... A set o f c a r d s w i t h s h o r t / l o n g l i s ts o f s y m p t o m s o n t h e m

• Exp la in t o t h e s t u d e n t s i n t h e c i r c l e that they a re in a w a i t i n g - r o o m . They are w a i t i n g t o c o n s u l t a n e w doctor , a b o u t w h o m t h e y a r e a l l very c u r i o u s . Y o u m a y w i s h t o prepare the s t u d e n t s e i t h e r b y g i v i n g each o f t h e m a l ist o f t h e i r s y m p t o m s , o r b y a l l o w i n g t h e m t o choose the i r o w n f r o m a l o n g e r l i s t . These s h o u l d h a v e b e e n p r e - t a u g h t .

t Ask o n e o f t h e s t u d e n t s to t a k e t h e role o f the d o c t o r . S e a t t h i s p e r s o n outs ide the c i r c l e . T h e p a t i e n t s t a k e i t i n turns t o v i s i t t h e d o c t o r , w h o asks t h e m n u m e r o u s q u e s t i o n s about the i r s y m p t o m s a n d l i f e s t y l e , makes a d i a g n o s i s a n d g i v e s a d v i c e . The pat ients r e t u r n t o t h e g r o u p a n d the d o c t o r c a l l s i n t h e n e x t p a t i e n t from the c i r c l e .

• Wh i l e the d o c t o r i s c o n s u l t i n g h i s o r her s e c o n d p a t i e n t , t h e f i r s t p a t i e n t reports h is o r h e r c o n s u l t a t i o n t o t h e others i n the w a i t i n g - r o o m . T h i s must be in as g rea t a d e t a i l as possible, s o tha t t h e f u l l r a n g e o f reporting v e r b s a n d l a n g u a g e i s used. E n c o u r a g e t h e s t u d e n t s t o gossip.

• This act iv i ty c a n be u s e d f o r o t h e r situations, s u c h a s v i s i t i n g t h e b a n k manager a n d c o n s u l t i n g a f o r t u n e teller.

Make or Do Circle Game

An enjoyable revision activity for 'make' and 'do'that works well with children




• P l a c e y o u r s t u d e n t s i n a s t a n d i n g c i r c l e . B e g i n t h e a c t i v i t y y o u r s e l f b y s a y i n g ' E v e r y d a y I m a k e m y b e d . ' A c c o m p a n y t h i s w i t h a n a p p r o p r i a t e m i m e .

• A s k t h e s t u d e n t n e x t t o y o u t o r e p e a t w h a t y o u d o , c h a n g i n g t h e c a s e a s a p p r o p r i a t e , a n d u s i n g t h e m i m e , a s k t h e m t o a d d a n o t h e r e x p r e s s i o n a n d a s s o c i a t e d m i m e . ' E v e r y d a y m y t e a c h e r m a k e s h i s b e d (mime), a n d I d o m y h o m e w o r k (mime).'

• T h e n e x t s t u d e n t i n t h e c i r c l e s h o u l d r e p e a t t h e p r e v i o u s s t a t e m e n t a n d a d d h i s o r h e r o w n . A t t h i s s t a g e y o u s h o u l d l e a v e t h e c i r c l e . T h e a c t i v i t y w i l l c o n t i n u e w i t h o u t y o u .

• I f a s t u d e n t is u n a b l e to t h i n k of a n e w make or do e x p r e s s i o n , or f o r g e t s a p r e v i o u s e x p r e s s i o n o r m i m e , t h e y h a v e t o l e a v e t h e c i r c l e . T h e l as t s t u d e n t r e m a i n i n g i s t h e w i n n e r .

Collocation Circle

A proven way of learning by heart collocations previously presented in class




Plus... A l i s t o f c o l l o c a t i o n s , i d i o m s o r p h r a s a l v e r b s t h a t y o u w i s h t o t e a c h

• P l a c e y o u r s t u d e n t s i n a c i r c l e . E l i c i t t h e f i r s t c o l l o c a t i o n o n y o u r l i s t , f o r e x a m p l e ' d e e p l y h u r t ' . G i v e t h e c o l l o c a t i o n a n a p p r o p r i a t e g e s t u r e . W h e n e v e r t h e y s e e t h i s g e s t u r e , t h e y s h o u l d c h o r u s t h e c o l l o c a t i o n . Tes t t h e m a c o u p l e o f t i m e s .

• E l i c i t t h e n e x t c o l l o c a t i o n o n y o u r l i s t . A s k t h e p e r s o n o n y o u r le f t t o t h i n k o f a g e s t u r e . R e v i s e t h e t w o c o l l o c a t i o n s b y g i v i n g y o u r o w n g e s t u r e , f o l l o w e d b y t h e p e r s o n o n y o u r le f t g i v i n g h i s o r h e r s .

• T h e n e x t s t u d e n t i n t h e c i r c l e t a k e s r e s p o n s i b i l i t y f o r p r o v i d i n g a g e s t u r e f o r a n o t h e r o f y o u r c o l l o c a t i o n s i n t h e s a m e w a y . P r a c t i s e a g a i n , u s i n g t h e t h r e e g e s t u r e s i n v e n t e d s o far .

• W h e n a l l t h e s t u d e n t s h a v e a c o l l o c a t i o n a n d a g e s t u r e , g o r o u n d t h e c i r c l e . E a c h s t u d e n t e l i c i t s t h e i r o w n c o l l o c a t i o n b y u s i n g t h e i r o w n g e s t u r e .

• F i n a l l y t h e s t u d e n t s t a k e i t i n t u r n s t o tes t e a c h o t h e r b y u s i n g a v a r i e t y o f g e s t u r e s t o e l i c i t t h e c o l l o c a t i o n s .

T h a n k s t o C h r i s C a m p b e l l fo r th is i d e a .

51

9

Questionnai P r o d u c i n g their o w n ques t ionna i res can he lp

students in a var iety of ways . Firstly, it a l l o w s

them the t ime to fo rmu la te ques t ions before they

use them in a c o m m u n i c a t i v e context .

Second ly , students ga in in c o n f i d e n c e w h e n they are ab le to use language that they have p r o d u c e d themse lves , and k n o w to be cor rec t . Th is then prov ides a so l id f ounda t i on for m o r e spon taneous in terac t ion .

Ques t i onna i r e s are par t i cu la r l y useful for r e c y c l i n g

language, both w i t h i n a semi-cont ro l l ed

f r amework , and subsequent l y in a freer context .

In nat ive-speaking count r ies ques t ionna i res c an

he lp students to prepare themse lves for con f i den t

interact ion w i th nat ive speakers , as w e l l as

p r o v i d i n g the contex t in w h i c h students m a y

app roach member s o f the p u b l i c .

res Question Types

Encourage you r students to use a var iety of

ques t i on types in their ques t ionna i res , for

e x a m p l e :

• open-ended ques t ions

• yes/no ques t ions

• w h - ques t ions

• true/false statements

• m u l t i p l e c h o i c e

• r ank ing four i tems in o rder of impor t ance ,

pre fe rence etc .

• ' f in i sh the sen tence ' or gap-fi l l sentences

• 'wha t w o u l d y o u do if ... ? ' ques t ions

52

Q u e s t i o n n a i r e s

In the Hot Seat

Prepare a questionnaire for an English-speaking guest


Activity type G r o u p w o r k ; h o m e w o r k


• Tell the c l a ss t ha t a ' g u e s t ' is c o m i n g into the c l a s s r o o m , a n d i s w i l l i n g t o be i n t e r v i e w e d in E n g l i s h .

• Put the s tuden t s i n t o g r o u p s a n d a s k them t o w r i t e d o w n a n y q u e s t i o n s that they w o u l d l i k e t o a s k t h i s person.

• Each g r o u p r e ads o u t t h e i r quest ions. W r i t e t h e s e u p o n t h e board. Ve ry o f t e n t h e g r o u p s w i l l have p r o d u c e d s i m i l a r q u e s t i o n s ; you can e n c o u r a g e t h e s t u d e n t s t o discuss w h i c h q u e s t i o n s a r e m o s t appropr ia te , a n d w h y .

• The students t h e n d e c i d e t h e o r d e r i n w h i c h the i r q u e s t i o n s s h o u l d b e asked. A s tuden t o r y o u y o u r s e l f c a n take notes, w r i t i n g d o w n t h e questions i n the s u g g e s t e d o r d e r .

• When a list of q u e s t i o n s h a s b e e n written d o w n i t s h o u l d be pho tocop ied . G i v e o n e c o p y t o each student b e f o r e t h e v i s i t o r i s invited in .

• The students, in t u r n , a s k e a c h question o n the q u e s t i o n n a i r e a n d take notes on the i n t e r v i e w e e ' s answers. W a r n s t u d e n t s t h a t t h e

• need for further q u e s t i o n s m i g h t arise as a result of t h e i r g u e s t ' s answers. T h e y s h o u l d f e e l f r e e t o ask these q u e s t i o n s b e f o r e a n o t h e r student moves o n t o t h e n e x t scripted q u e s t i o n .

Interview Questionnaire

From interview to article and back again





• C h o o s e c a r e f u l l y a n e w s p a p e r a r t i c l e w h i c h t a k e s t h e f o r m o f a c h a r a c t e r p o r t r a i t o f a n i n t e r e s t i n g p e r s o n . P h o t o c o p y o n e f o r e a c h s t u d e n t i n t h e c l a s s .

• G i v e i t t o t h e s t u d e n t s t o r e a d .

• A s k t h e s t u d e n t s , i n p a i r s , t o w r i t e t h e q u e s t i o n s t h a t t h e i n t e r v i e w e r m u s t h a v e a s k e d i n o r d e r t o f i n d t h e i n f o r m a t i o n i n t h e a r t i c l e , a n d t o w r i t e t h e s e d o w n i n t h e f o r m o f a q u e s t i o n n a i r e .

• R e v i e w t h e q u e s t i o n s a s a c l a s s . T h e s t u d e n t s m a y w i s h t o a d d t o t h e q u e s t i o n n a i r e s t h a t t h e y h a v e p r o d u c e d .

• F i n a l l y , t h e s t u d e n t s r o l e p l a y t h e i n t e r v i e w , w o r k i n g i n t h e i r o r i g i n a l p a i r s ; o n e t a k i n g t h e p a r t o f t h e i n t e r v i e w e r , t h e o t h e r t h e p a r t o f t h e i n t e r v i e w e e .

Grammar Revision

Students ask and answer questions using a structure that you have allocated them




• B e f o r e t h e l e s s o n , d e c i d e o n f o u r o r f i v e s t r u c t u r e s t h a t y o u w i s h t o r e v i s e .

• P u t t h e s t u d e n t s i n t o s m a l l g r o u p s . A l l o c a t e e a c h s t u d e n t o n e o f t h e s t r u c t u r e s t h a t y o u w i s h t o r e v i s e , f o r e x a m p l e t h e p r e s e n t p e r f e c t .

• A s k e a c h s t u d e n t t o w r i t e f i v e q u e s t i o n s t h a t h e o r s h e c o u l d a sk a n y o t h e r s t u d e n t w i t h i n t h e c l a s s , f o r e x a m p l e : ' H a v e y o u b e e n t o S p a i n ? ' o r ' H a v e y o u h a d b r e a k f a s t t h i s m o r n i n g ? '

• A s k t h e s t u d e n t s t o c h e c k t h e q u e s t i o n s w r i t t e n b y o t h e r m e m b e r s o f t h e i r o w n g r o u p .

• T h e s t u d e n t s t h e n m i n g l e w i t h t h e res t o f t h e c l a s s , a n d a s k e a c h o t h e r t h e i r q u e s t i o n s . T e l l t h e s t u d e n t s t ha t i f t h e y a r e a s k e d w h a t t h e y t h i n k i s a n u n g r a m m a t i c a l q u e s t i o n , t h e n t h e y s h o u l d c a l l y o u .

• W h e n a l l t h e q u e s t i o n s h a v e b e e n a s k e d , t h e s t u d e n t s r e t u r n t o t h e i r g r o u p s a n d d i s c u s s w h a t t h e y h a v e d i s c o v e r e d .

5 3


In the Hot Seat

Prepare a questionnaire for an English-speaking guest


Activity type G r o u p w o r k ; h o m e w o r k


• Tell the c l a s s t ha t a ' g u e s t ' i s c o m i n g into the c l a s s r o o m , a n d i s w i l l i n g t o be i n t e r v i e w e d i n E n g l i s h .

• Put the s t u d e n t s i n t o g r o u p s a n d a s k them t o w r i t e d o w n a n y q u e s t i o n s that they w o u l d l i k e t o a s k t h i s person.

• Each g r o u p r e a d s o u t t h e i r quest ions . W r i t e t h e s e u p o n t h e board. Ve r y o f t e n t h e g r o u p s w i l l have p r o d u c e d s i m i l a r q u e s t i o n s ; you c an e n c o u r a g e t h e s t u d e n t s t o discuss w h i c h q u e s t i o n s a r e m o s t appropr ia te , a n d w h y .

• The students t h e n d e c i d e t h e o r d e r i n w h i c h the i r q u e s t i o n s s h o u l d b e asked. A s tuden t o r y o u y o u r s e l f c a n take notes, w r i t i n g d o w n t h e questions i n the s u g g e s t e d o r d e r .

• When a list of q u e s t i o n s h a s b e e n written d o w n i t s h o u l d be pho tocop i ed . G i v e o n e c o p y t o each student b e f o r e t h e v i s i t o r i s invited in .

• The students, in t u r n , a s k e a c h question o n the q u e s t i o n n a i r e a n d take notes on the i n t e r v i e w e e ' s answers. W a r n s t u d e n t s t h a t t h e need for fur ther q u e s t i o n s m i g h t arise as a result of t h e i r g u e s t ' s answers. T h e y s h o u l d f e e l f r e e t o ask these q u e s t i o n s b e f o r e a n o t h e r student moves o n t o t h e n e x t scripted q u e s t i o n .

Interview Questionnaire

From interview to article and back again





• C h o o s e c a r e f u l l y a n e w s p a p e r a r t i c l e w h i c h t a k e s t h e f o r m o f a c h a r a c t e r p o r t r a i t o f a n i n t e r e s t i n g p e r s o n . P h o t o c o p y o n e f o r e a c h s t u d e n t i n t h e c l a s s .

• G i v e i t t o t h e s t u d e n t s t o r e a d .

• A s k t h e s t u d e n t s , i n p a i r s , t o w r i t e t h e q u e s t i o n s t h a t t h e i n t e r v i e w e r m u s t h a v e a s k e d i n o r d e r t o f i n d t h e i n f o r m a t i o n i n t h e a r t i c l e , a n d t o w r i t e t h e s e d o w n i n t h e f o r m o f a q u e s t i o n n a i r e .

• R e v i e w t h e q u e s t i o n s a s a c l a s s . T h e s t u d e n t s m a y w i s h t o a d d t o t h e q u e s t i o n n a i r e s t h a t t h e y h a v e p r o d u c e d .

• F i n a l l y , t h e s t u d e n t s r o l e p l a y t h e i n t e r v i e w , w o r k i n g i n t h e i r o r i g i n a l p a i r s ; o n e t a k i n g t h e p a r t o f t h e i n t e r v i e w e r , t h e o t h e r t h e p a r t o f t h e i n t e r v i e w e e .

Grammar Revision

Students ask and answer questions using a structure that you have allocated them




• B e f o r e t h e l e s s o n , d e c i d e o n f o u r o r f i v e s t r u c t u r e s t h a t y o u w i s h t o r e v i s e .

• P u t t h e s t u d e n t s i n t o s m a l l g r o u p s . A l l o c a t e e a c h s t u d e n t o n e o f t h e s t r u c t u r e s t h a t y o u w i s h t o r e v i s e , f o r e x a m p l e t h e p r e s e n t p e r f e c t .

• A s k e a c h s t u d e n t t o w r i t e f i v e q u e s t i o n s t h a t h e o r s h e c o u l d a sk a n y o t h e r s t u d e n t w i t h i n t h e c l a s s , f o r e x a m p l e : ' H a v e y o u b e e n t o S p a i n ? ' o r ' H a v e y o u h a d b r e a k f a s t t h i s m o r n i n g ? '

• A s k t h e s t u d e n t s t o c h e c k t h e q u e s t i o n s w r i t t e n b y o t h e r m e m b e r s o f t h e i r o w n g r o u p .

• T h e s t u d e n t s t h e n m i n g l e w i t h t h e rest o f t h e c l a s s , a n d a s k e a c h o t h e r t h e i r q u e s t i o n s . T e l l t h e s t u d e n t s t h a t i f t h e y a r e a s k e d w h a t t h e y t h i n k i s a n u n g r a m m a t i c a l q u e s t i o n , t h e n t h e y s h o u l d c a l l y o u .

• W h e n a l l t h e q u e s t i o n s h a v e b e e n a s k e d , t h e s t u d e n t s r e t u r n t o t h e i r g r o u p s a n d d i s c u s s w h a t t h e y h a v e d i s c o v e r e d .

53


Guess Who? Questionnaire Reverse Questionnaire Three Answers

Guess who fell in love when she Students inadvertently produce a From answers to questions was nine questionnaire on the board



Materials N o n e

• P u t t h e s t u d e n t s i n t o p a i r s . A s k t h e m t o d i s c u s s w h a t t h e y w o u l d m o s t l i k e t o k n o w a b o u t t h e o t h e r p e o p l e i n t h e c l a s s , a n d t o p r o d u c e t w o c o p i e s o f a q u e s t i o n n a i r e i n o r d e r t o f i n d o u t t h i s i n f o r m a t i o n .

• T h e s t u d e n t s m i n g l e , a s k i n g q u e s t i o n s , a n s w e r i n g q u e s t i o n s , a n d o c c a s i o n a l l y s a y i n g ' I 'd r a t h e r n o t s a y ' w h e r e n e c e s s a r y .

• As a c l a s s , t h e s t u d e n t s t a k e i t i n t u r n s t o g i v e o n e p i e c e o f i n f o r m a t i o n t h a t t h e y h a v e d i s c o v e r e d . B u t t h e y m u s t n o t m e n t i o n t h e n a m e o f t h e p e r s o n c o n c e r n e d , f o r e x a m p l e ' G u e s s w h o ' s b e e n t o D i s n e y l a n d . ' T h e o t h e r c l a s s m e m b e r s h a v e t o g u e s s w h o t h e s e n t e n c e i s a b o u t .


Activity type P a i r w o r k ; h o m e w o r k

Equipment/

Materials N o n e

• D i v i d e t h e b o a r d i n t o t w o c o l u m n s . I n t h e n a r r o w , l e f t - h a n d c o l u m n w r i t e a p i e c e o f i n f o r m a t i o n a b o u t y o u r s e l f , f o r e x a m p l e ' 1 8 3 c m ' ( y o u r h e i g h t ) .

• T h e s t u d e n t s a s k w h a t e v e r q u e s t i o n s t h e y c a n t h i n k o f w h i c h m i g h t e l i c i t t h i s a n s w e r . W r i t e a l l t h e s e q u e s t i o n s o n t h e b o a r d i n t h e r i g h t - h a n d c o l u m n , i n v i t i n g c o r r e c t i o n w h e n n e c e s s a r y . R e m a i n s i l e n t u n t i l o n e s t u d e n t a s k s a q u e s t i o n w h i c h e l i c i t s t h e a n s w e r o n t h e b o a r d , f o r e x a m p l e ' H o w t a l l a r e y o u ? ' ' 1 8 3 c m ' .

• R e p e a t t h i s p r o c e s s w i t h a n o t h e r p i e c e o f i n f o r m a t i o n a b o u t y o u r s e l f , u n t i l e n o u g h q u e s t i o n s h a v e b e e n a s k e d t o f o r m a f a i r l y c o m p r e h e n s i v e q u e s t i o n n a i r e o n t h e b o a r d . Y o u m a y n o w c h o o s e t o a n s w e r a n y o f t h e o t h e r q u e s t i o n s o n t h e b o a r d .

• F i n a l l y , p u t t h e s t u d e n t s i n t o p a i r s . A s k t h e m t o i n t e r v i e w e a c h o t h e r , u s i n g t h e q u e s t i o n s o n t h e b o a r d , a n d t o t a k e n o t e s .

• A s h o m e w o r k , s t u d e n t s c a n w r i t e a b r i e f p r o f i l e o f t h e i r p a r t n e r .




• O n t h e b o a r d , w r i t e t h r e e p i e c e s o f i n f o r m a t i o n a b o u t y o u r s e l f , f o r e x a m p l e t h e c o l o u r o f y o u r c a r , the a g e o f y o u r c a t , a n d t h e n a m e o f y o u r f i r s t h u s b a n d / w i f e .

• T h e s t u d e n t s a s k w h a t e v e r q u e s t i o n t h e y c a n t h i n k o f w h i c h m i g h t l e ad t o t h e s e a n s w e r s . R e m a i n s i l e n t unt o n e s t u d e n t a s k s a q u e s t i o n w h i c h e l i c i t s t h e a n s w e r o n t h e b o a r d , f o r e x a m p l e ' W h a t c o l o u r i s y o u r c a r ? ' ' R e d ' .

• G i v e e a c h s t u d e n t a p i e c e o f p a p e r O n t h i s p i e c e o f p a p e r e a c h s tuden w r i t e s t h r e e d i f f e r e n t p i e c e s o f i n f o r m a t i o n a b o u t h i m s e l f / h e r s e l f .

• T h e s t u d e n t s m i n g l e a n d f i n d a p a r t n e r . T h e y a s k q u e s t i o n s t o e l i c i t h e a n s w e r s o n t h e i r p a r t n e r ' s p i e c i o f p a p e r .

• F i n a l l y , t h e s t u d e n t s d i s c u s s w h a t t h e y h a v e f o u n d o u t a b o u t e a c h o t h e r .

54

Marketing Mix Public Opin ion Survey

A class consumer survey Students produce a questionnaire to test public opinion in an English-speaking country


Activity type G r o u p w o r k / m i n g l e Equipment/

Materials N o n e

• D i v i d e the c l a s s i n t o s m a l l g r o u p s . C h o o s e o n e c o n s u m e r p r o d u c t f o r each g r o u p , f o r e x a m p l e c a r s , por tab le s t e r e o s , b a n k a c c o u n t s , w o m e n ' s m a g a z i n e s . A l l o c a t e a dif ferent p r o d u c t t o e a c h g r o u p i n the c l a s s .

• W o r k i n g w i t h i n t h e i r g r o u p s , t h e students p r o d u c e a q u e s t i o n n a i r e w h i c h they f e e l w i l l h e l p t h e m t o design the p e r f e c t p r o d u c t f o r t h e market r e p r e s e n t e d b y t h e i r s c h o o l or c o l l e g e .

• W h e n these q u e s t i o n n a i r e s a r e comp l e t e , t h e s t u d e n t s q u e s t i o n t h e other s tuden ts w i t h i n t h e c l a s s o r the s c h o o l , i n o r d e r t o d o a m a r k e t research s u r v e y o n t h e i r a l l o c a t e d product .

• They then r e tu rn t o t h e i r g r o u p s a n d form a d e s c r i p t i o n of a p r o d u c t t h a t w o u l d best su i t t h e i r o w n m a r k e t .

• Finally, e a c h g r o u p p r e s e n t s t h e i r ideas to the c l a s s .




Plus... A s e l e c t i o n o f n e w s p a p e r s ( see b e l o w )

• B r i n g i n a s e l e c t i o n o f n e w s p a p e r s . A s k t h e s t u d e n t s t o i d e n t i f y a c u r r e n t t o p i c a b o u t w h i c h t h e g e n e r a l p u b l i c w i l l h a v e s t r o n g o p i n i o n s .

• P u t t h e s t u d e n t s i n t o s m a l l g r o u p s a n d a s k t h e m t o d e v i s e a q u e s t i o n n a i r e w h i c h i s d e s i g n e d t o g a u g e l o c a l p u b l i c o p i n i o n o n t h e c h o s e n t o p i c .

• P h o t o c o p y t h e q u e s t i o n n a i r e s .

• T h e s t u d e n t s g o o u t i n p a i r s t o i n t e r v i e w m e m b e r s o f t h e p u b l i c , u s i n g t h e i r q u e s t i o n n a i r e s .

• F i n a l l y , t h e y r e p o r t b a c k t h e r e s u l t s o f t h e i r s u r v e y t o t h e c l a s s .


Action to Be Taken

Give your students a say (in English)



Materials N o n e

• S e l e c t a n i s s u e w i t h i n t h e s c h o o l t h a t t h e c l a s s c a n b e e x p e c t e d t o h a v e s o m e i n f l u e n c e o n , f o r e x a m p l e t h e p o s i t i o n o f c o m p u t e r s i n t h e l i b r a r y o r t h e e n d - o f - t e r m p a r t y .

• P u t t h e c l a s s i n t o s m a l l g r o u p s a n d a s k e a c h g r o u p t o p r o d u c e a q u e s t i o n n a i r e w h i c h c a n b e u s e d w i t h i n t h e s c h o o l o r c o l l e g e t o f i n d o u t p e o p l e ' s v i e w s o n t h i s p a r t i c u l a r i s s u e .

• W o r k i n g i n t h e i r g r o u p s , t h e s t u d e n t s i n t e r v i e w m e m b e r s o f t h e s c h o o l u s i n g t h e i r q u e s t i o n n a i r e .

• W h e n t h e y r e t u r n t o t h e c l a s s r o o m , t h e s t u d e n t s d i s c u s s w h a t t h e y h a v e f o u n d o u t .

• A s a c l a s s , t h e s t u d e n t s m a y t h e n m a k e r e c o m m e n d a t i o n s t o t h e m e m b e r o f s ta f f r e s p o n s i b l e f o r t ha t a r e a o f d e c i s i o n - m a k i n g .

r )5


Notes and Queries

Genuine questions and answers throughout the course


Activity type W h o l e c l a s s ; h o m e w o r k ( o p t i o n a l )


Plus... A ' q u e s t i o n b o x ' ( see b e l o w )

• Set up a ' q u e s t i o n b o x ' i n t h e c l a s s r o o m . N e x t t o it, p l a c e s l i p s o f p a p e r .

• D u r i n g t h e c o u r s e , t h e s t u d e n t s w r i t e o n t h e s l i p s o f p a p e r a n y g e n e r a l k n o w l e d g e q u e s t i o n s t h a t t h e y w o u l d l i k e t o h a v e a n s w e r e d , f o r e x a m p l e ' W h y d i d d i n o s a u r s b e c o m e e x t i n c t ? ' ' H o w m a n y f i l m s h a s B r a d P i t t b e e n i n ? '

• E m p t y t h e b o x e v e r y t w o w e e k s a n d d i s t r i b u t e t h e q u e s t i o n s a m o n g s t t h e s t u d e n t s . M a k e s u r e t h a t t h e s t u d e n t s w h o o r i g i n a l l y w r o t e t h e q u e s t i o n s d o n o t r e c e i v e t h e q u e s t i o n s l i p s t h a t t h e y t h e m s e l v e s h a v e w r i t t e n .

• T h e s t u d e n t s u s e a n y r e s o u r c e s a v a i l a b l e t o f i n d t h e a n s w e r t o t h e q u e s t i o n s t h a t t h e y h a v e b e e n g i v e n . T h i s m a y b e d o n e a s h o m e w o r k .

• S t u d e n t s t h e n p r e s e n t q u e s t i o n s a n d a n s w e r s t o t h e c l a s s .

Chain Questionnaire

Building a personalised questionnaire for each pair of students




• P u t t h e s t u d e n t s i n t o p a i r s . A s k t h e m t o f i n d t h r e e t h i n g s t h a t t h e y h a v e i n c o m m o n . E a c h p a i r s h o u l d r e p o r t t h e i r f i n d i n g s b a c k t o t h e c l a s s , f o r e x a m p l e J u a n a n d A n n a m i g h t s a y ' W e ' v e b o t h b e e n t o P o r t u g a l ' , ' W e b o t h l o v e C o c a - C o l a ' a n d ' W e b o t h f i g h t w i t h o u r e l d e r s i s t e r s . '

• W h e n e a c h p a i r h a s r e p o r t e d b a c k , t h e c l a s s a s a g r o u p d e c i d e s w h a t t h e y w o u l d l i k e t o k n o w m o r e a b o u t f o r e a c h p a i r o f s t u d e n t s - J u a n a n d A n n a ' s t r i p s t o P o r t u g a l , f o r e x a m p l e .

• H a n d e a c h p a i r o f s t u d e n t s a b l a n k p i e c e o f p a p e r . A t t h e t o p o f i t t h e y w r i t e t h e i r n a m e s a n d w h a t t h e c l a s s w o u l d l i k e t o k n o w m o r e a b o u t .

• E a c h p i e c e o f p a p e r i s p a s s e d r o u n d . E a c h p a i r o f s t u d e n t s w r i t e s d o w n a n y q u e s t i o n s t h a t t h e y w o u l d l i k e t o a s k a n d p a s s e s t h e s h e e t o n . A s e a c h s h e e t i s c i r c u l a t e d , a q u e s t i o n n a i r e f o r m s .

• S t o p t h e a c t i v i t y a f t e r t e n m i n u t e s . E a c h p a i r w i l l h a v e a q u e s t i o n n a i r e i n f r o n t o f t h e m a d d r e s s e d t o a d i f f e r e n t p a i r o f s t u d e n t s . T h e y t a k e i t i n t u r n s t o p u t t h e q u e s t i o n s i n f r o n t o f t h e m t o t h e a p p r o p r i a t e m e m b e r s o f t h e c l a s s . T h e o t h e r s l i s t e n .

Question-stem Questionnair

Students produce a spontaneous oral questionnaire




Plus... A q u e s t i o n n a i r e (see b e l o w )

• P r o d u c e a q u e s t i o n n a i r e f o r y o u r s t u d e n t s , c o n s i s t i n g o n l y o f t h e firs w o r d s o f p o s s i b l e q u e s t i o n s , a s b e l o w , a n d m a k e o n e c o p y f o r ea< s t u d e n t . W h a t . . . ? W h e r e . . . ? W h e n . . . ? D i d . . . ?

• P u t t h e s t u d e n t s i n t o p a i r s . A s k the t o f i n d t h r e e t h i n g s t h a t t h e y h a v e c o m m o n . E a c h p a i r r e p o r t s t h e i r f i n d i n g s b a c k t o t h e c l a s s , f o r e x a m p l e J u a n a n d A n n a s a y ' W e ' \ b o t h b e e n t o B e r l i n ' ' W e b o t h lov i L o u R e e d ' a n d ' W e b o t h f i g h t w i t ! o u r e l d e r s i s t e r s ' .

• W h e n e a c h p a i r h a s r e p o r t e d b a c t h e c l a s s a s a g r o u p d e c i d e s w h a t t h e y w o u l d l i k e t o k n o w m o r e a b f o r e a c h p a i r o f s t u d e n t s - J uan a r A n n a ' s t r i p s t o B e r l i n , f o r e x a m p l e

• T h e o t h e r s t u d e n t s a s k q u e s t i o n s a b o u t t h e i r t r i p s . E a c h q u e s t i o n m b e g i n w i t h o n e o f t h e q u e s t i o n w o r d s , f o r e x a m p l e ' W h e r e d i d y s t a y ? ' E v e r y t i m e a s t u d e n t uses o o f t h e q u e s t i o n w o r d s , h e o r she p l a c e s a t i c k n e x t t o it.

• T h i s c o n t i n u e s w i t h e a c h p a i r o f s t u d e n t s .

• S t u d e n t s t h e n c o u n t t h e i r t i c k s a n w i n n e r i s d e c l a r e d .

5 ( ,

10

The Word Box Make a word box for each c lass at the b e g i n n i n g of the course. This box w i l l f i l l up w i t h n e w lexical items that o c c u r in the c lass and p rov i de you with a va luab le resource . Exp la in to you r students that the box is a bank of al l the w o r d s they wil l learn and pract ise . Use these act iv i t ies frequently for l ex ica l p rac t i ce .

Choose a cardboard box w i t h a l id a n d cove r it with colourful paper. It s hou ld be qu i te b ig as it will fill up very q u i c k l y ! C u t up p ieces of du rab l e card in advance. Cards c an a l l be the same colour, or different. A n e w c o l o u r c an be used to show when new students have c o m e into the class, or a different c o l o u r c an be used for e a c h week. This w i l l he lp you to d e c i d e h o w recent the vocabulary to be recyc led s h o u l d be. Co lour-coding can prov ide a he lp fu l t op i c gu ide if the course is topic-based. A l te rnat i ve ly , co l ou r-code the cards accord ing to verbs, nouns , phrasa l verbs, adverbs, etc.

What can be put in the box? N o t o n l y i n d i v i d u a l words but also co l l o ca t i ons , set express ions , idioms, phrasal verbs etc. A d d i t i o n a l useful information that may be ma rked on the cards c an include phonemic script, sma l l d r aw ings , opposites, (partial) s ynonyms , de f in i t i ons , e x a m p l e phrases, and indicat ion of register or c o n n o t a t i o n .

Students shou ld not be e n c o u r a g e d to put a l l of

these on the cards , but i t is useful to m a k e them

awa re o f s o m e of the poss ib i l i t i es .

At l o w e r levels i t c an be useful to mark the stress patterns on the other s ide , us ing bubb les . This he lps the student read ing the w o r d to p r o n o u n c e i t in r e c y c l i n g act iv i t ies , and creates oppor tun i t i es for p r o n u n c i a t i o n games .

Students en joy be ing respons ib le for put t ing n e w w o r d s in the b o x . A c lass rota (dai ly/weekly) genera l l y w o r k s w e l l . Pair students up for this so that c h o o s i n g the w o r d s for the box b e c o m e s a c o m m u n i c a t i v e act iv i ty in itself.

5 7

T h e W o r d B o x

Hot Seat

Students elicit recent vocabulary from each other



Equipment/ Materials W o r d b o x a n d

w o r d c a r d s

• D i v i d e t h e c l a s s i n t o s m a l l t e a m s . O n e m e m b e r o f e a c h t e a m h a s t h e i r b a c k t o t h e b o a r d .

• A w o r d i s p u t o n t h e b o a r d a n d e a c h t e a m h a s t o g e t t h e i r t e a m m e m b e r t o s a y t h e w o r d b y e l i c i t i n g it, b u t w i t h o u t u s i n g m i m e . T h e f i r s t t e a m t o ge t t h e w o r d g a i n s a p o i n t .

• C h a n g e t h e ' g u e s s e r s ' a f t e r e v e r y t h r e e w o r d s . T h i s c a n b e a v e r y l i v e l y g a m e .

Points Word Stacks

Students compete to come up with recent vocabulary

Level P r e - i n t e r m e d i a t e

o n w a r d s


Materials W o r d b o x a n d w o r d c a r d s

• D i v i d e t h e c l a s s i n t o g r o u p s , a n d g i v e e a c h g r o u p t h e s a m e n u m b e r o f w o r d s f r o m t h e w o r d b o x . T h e s e a r e p l a c e d f a c e d o w n i n t h e m i d d l e o f e a c h g r o u p .

• O n e s t u d e n t p i c k s u p a c a r d a n d t h e n t r i e s t o e l i c i t t h e w o r d o r p h r a s e f r o m t h e res t o f t h e g r o u p . I f t h i s p e r s o n d o e s n ' t k n o w t h e w o r d , t h e c a r d i s p u t o n a s e p a r a t e p i l e o f ' p r o b l e m w o r d s ' .

• W h e n s o m e o n e i n t h e g r o u p s a y s t h e w o r d t h a t t h e f i r s t s t u d e n t i s t r y i n g t o e l i c i t , h e o r s h e g e t s t h e c a r d , a n d t h i s c o u n t s a s o n e p o i n t .

• T h e n e x t s t u d e n t t h e n p i c k s u p a c a r d a n d t r i e s t o e l i c i t t h i s w o r d o r p h r a s e f r o m t h e o t h e r m e m b e r s o f t h e g r o u p . T h e g a m e c o n t i n u e s i n t h i s w a y .

• W h e n a l l t h e g r o u p s h a v e u s e d t h e o r i g i n a l s t a c k o f w o r d s , c o l l e c t t h e ' p r o b l e m w o r d s ' f r o m e a c h g r o u p . T r y t o e l i c i t e a c h o f t h e s e w o r d s f r o m t h e w h o l e c l a s s . A g a i n , a n y s t u d e n t w h o s a y s t h e w o r d , g e t s t h e c a r d . T h e s t u d e n t w i t h t h e m o s t c a r d s (or p o i n t s ) i n t h e c l a s s w i n s .

Group Word Stacks

Groups race to come up with recent vocabulary



Materials W o r d b o x a n d w o r d c a r d s

• D i v i d e t h e c l a s s i n t o g r o u p s a n d g i v e e a c h g r o u p t h e s a m e n u m b e r o f w o r d s f r o m t h e w o r d b o x . T h e s e s h o u l d b e p l a c e d f a c e d o w n i n the m i d d l e o f e a c h g r o u p .

• O n e s t u d e n t p i c k s u p a c a r d a n d t h e n t r i e s t o e l i c i t t h e w o r d o r p h r a s e f r o m t h e res t o f t h e g r o u p . I t h i s p e r s o n d o e s n ' t k n o w t h e w o r d t h e y m a y l o o k i n t h e i r f i l e , o r i n a d i c t i o n a r y .

• W h e n s o m e o n e i n t h e g r o u p ' f i n d t h e w o r d , a n o t h e r s t u d e n t p i c k s u | a c a r d a n d t r i e s t o e l i c i t t h i s w o r d p h r a s e .

• T h e f i r s t g r o u p t o ge t t h r o u g h the i s t a c k w i n s . G r o u p s c a n t h e n e x c h a n g e s t a c k s a n d s tar t a g a i n .

5 8

T h e W o r d B o x

Question Labels

Students ask questions to discover the mystery words

Level P r e - i n t e r m e d i a t e

o n w a r d s



w o r d c a r d s ; l a b e l s

• Se lect v o c a b u l a r y f r o m t h e c l a s s w o r d b o x . Y o u w i l l n e e d o n e c a r d for e a c h s t u d e n t i n t h e c l a s s . Transfer e a c h w o r d o n t o a s e p a r a t e l a b e l .

• Ask the s t u d e n t s t o s t a n d w i t h t h e i r backs t o y o u a n d p l a c e o n e l a b e l o n e a c h b a c k . A l l o w t h e s t u d e n t s t o turn, m i n g l e a n d e x a m i n e e a c h other 's l a b e l s .

• Exp la in that t h e a i m o f t h e a c t i v i t y i s t o f i nd o u t w h i c h w o r d t h e y h a v e o n the i r b a c k s . T h e y c a n o n l y d o this b y a s k i n g y e s / n o q u e s t i o n s , f o r e x a m p l e : ' D o y o u w a l k t h i s w a y w h e n y o u ' v e h a d t o o m u c h t o dr ink? ' (stagger)

• The s tudents t h e n m i n g l e a n d a s k quest ions , i n o r d e r t o d i s c o v e r t h e words o n t h e i r b a c k s .

• You m a y w i s h t o c h o o s e w o r d s wh i ch b e l o n g t o c l e a r l y - d e f i n e d , and re l a ted , l e x i c a l g r o u p s , f o r examp le : w a y s o f w a l k i n g , w a y s o f ta lking, a n d w a y s o f l o o k i n g . A t t h e end o f the a c t i v i t y , y o u c a n a s k t h e students t o s t a n d i n g r o u p s a cco rd ing t o t h e l e x i c a l g r o u p i n wh i ch they b e l o n g . T h e s t u d e n t s may then d i s c u s s t h e d i f f e r e n c e s o f meaning w i t h i n t h e i r g r o u p s .

Drawing Race

High-speed pictionary



Equipment/ Materials W o r d b o x a n d w o r d

c a r d s ; s c r a p p a p e r

• P u t t h e c l a s s i n t o t e a m s o f t h r e e t o f i v e s t u d e n t s . G i v e e a c h t e a m a p i l e o f s c r a p p a p e r a n d a p e n c i l .

• A s k o n e s t u d e n t f r o m e a c h g r o u p t o c o m e t o t h e f r o n t o f t h e c l a s s . T h e s e a r e t h e ' d r a w e r s ' . S h o w t h e d r a w e r s a w o r d c a r d f r o m t h e c l a s s b o x .

• T h e y r u n b a c k t o t h e i r t e a m s , a n d d r a w t h e w o r d i n o r d e r t o e l i c i t i t f r o m o t h e r m e m b e r s o f t h e t e a m . T h e d r a w e r s a r e n o t p e r m i t t e d t o t a l k . T h e f i r s t t e a m t o ge t t h e w o r d g a i n s o n e p o i n t .

• C h a n g e d r a w e r s a n d g i v e t h e m a n e w w o r d . T h e g a m e c o n t i n u e s i n t h i s w a y . T h e t e a m w i t h t h e m o s t p o i n t s w i n s .

Variation

• F o l l o w t h e s a m e p r o c e d u r e a s

a b o v e f o r f o r m i n g t e a m s .

• A s k o n e s t u d e n t f r o m e a c h g r o u p t o c o m e t o t h e f r o n t o f t h e c l a s s . T h e s e a r e t h e m i m e s . S h o w t h e m i m e s a w o r d c a r d f r o m t h e c l a s s b o x .

• T h e y r u n b a c k t o t h e i r t e a m s , a n d m i m e t h e w o r d i n o r d e r t o e l i c i t i t f r o m o t h e r m e m b e r s o f t h e t e a m . T h e ' m i m e s ' a r e n o t p e r m i t t e d t o t a l k . T h e f i r s t t e a m t o g e t t h e w o r d g a i n s o n e p o i n t .

• C h a n g e m i m e s a n d g i v e t h e m a n e w w o r d . T h e g a m e c o n t i n u e s i n t h i s w a y . T h e t e a m w i t h t h e m o s t p o i n t s w i n s .

Card Trading

A co-operative activity in which students collect cards




w o r d c a r d s

• G i v e e a c h s t u d e n t i n t h e c l a s s t h e s a m e n u m b e r o f w o r d s f r o m t h e w o r d b o x . T e n t o f i f t e e n c a r d s n o r m a l l y w o r k s w e l l . C h o o s e t h e m a t r a n d o m .

• T h e s t u d e n t s m i n g l e a n d f i n d a p a r t n e r . I n t h i s c a s e , J u a n p a r t n e r s M i k a .

• I f J u a n k n o w s t h e w o r d o n t h e f i rs t c a r d i n h i s s t a c k , h e h a s t o e l i c i t i t f r o m M i k a . I f M i k a s a y s t h e w o r d , s h e g e t s t h e c a r d .

• I f J u a n d o e s n o t k n o w t h e w o r d o n t h e f i r s t c a r d , h e a s k s M i k a w h a t i t m e a n s . I f s h e c a n e x p l a i n i t s a t i s f a c t o r i l y , M i k a ge t s t h e c a r d .

• M i k a t h e n d o e s t h e s a m e w i t h t h e f i r s t o f h e r c a r d s .

• A f t e r t h r e e o r f o u r m i n u t e s , a s k a l l t h e s t u d e n t s t o c h a n g e p a r t n e r s . T h e g a m e c o n t i n u e s i n t h i s w a y .

• T h e s t u d e n t w i t h t h e m o s t c a r d s a t t h e e n d o f t h e a c t i v i t y i s t h e w i n n e r .

T h e W o r d B o x

Favourite Words

An imagination-stretching group writing activity




w o r d c a r d s

• P u t t h e s t u d e n t s In to p a i r s , a n d g i v e e a c h p a i r a p i l e o f c a r d s f r o m t h e w o r d b o x .

• A s k t h e m t o c h o o s e t h e i r f i v e ' f a v o u r i t e ' w o r d s f r o m t h e i r p i l e . T h i s w i l l i n v o l v e a d e g r e e o f r e v i s i o n a n d d i s c u s s i o n .

• O n c e t h e y h a v e c h o s e n t h e i r f i v e w o r d s , t h e y w r i t e a p a r a g r a p h t h a t i n c l u d e s a l l f i v e .

• T h e y t h e n r e a d t h e s t o r y / p a r a g r a p h t o t h e o t h e r p a i r s , p a u s i n g w h e n t h e y c o m e t o a ' f a v o u r i t e w o r d ' , t h e o t h e r s t u d e n t s h a v e t o g u e s s w h i c h w o r d t h e y a r e a b o u t t o r e a d .

T h i s i s b a s e d on an a c t i v i t y in Learner-Based Teaching ( C o l i n C a m p b e l l a n d H a n n a K r y s z e w s k a , O U P ) .

Comparing Words

A short activity for revising comparatives




w o r d c a r d s

• P u t t h e s t u d e n t s i n t o s m a l l g r o u p s , a n d g i v e e a c h g r o u p t w e l v e w o r d c a r d s p i c k e d a t r a n d o m .

• T h e s t u d e n t s p l a c e t h e s e i n f r o n t o f t h e m , f a c e u p . W o r k i n g t o g e t h e r , e a c h g r o u p t r i e s t o p r o d u c e a s m a n y s e n t e n c e s a s t h e y c a n w h i c h c o m p a r e t w o o f t h e w o r d s i n f r o n t o f t h e m . G i v e t h e m a t i m e l i m i t . W h i l e t h i s i s g o i n g o n , c i r c u l a t e a n d h e l p w i t h a c c u r a c y .

• A t t h e e n d o f t h e a l l o t t e d t i m e , s e e w h i c h g r o u p h a s p r o d u c e d t h e m o s t s e n t e n c e s . Y o u m a y w i s h t o a s k e a c h g r o u p t o r e a d o u t t h e i r m o s t r i d i c u l o u s c o m p a r i s o n .

Continuouswordsearch

Studentswithscriptproblemstrytofindwo rdboundaries!



Equipment/ Materials W o r d b o x a n d w o r d

c a r d s ; p h o t o c o p i e s ; O H P ( o p t i o n a l )

Plus ... A w o r d l i s t ( see b e l o w )

• S e l e c t w o r d s t h a t y o u w i s h t o r e v i s e f r o m t h e w o r d b o x . W r i t e t h e m a s o n e c o n t i n u o u s w o r d a n d p h o t o c o p y o n e f o r e a c h s t u d e n t .

• T h e s t u d e n t s t h e n w o r k t o f i n d t h e w o r d b o u n d a r i e s . Y o u m a y w i s h t o s h o w t h e a n s w e r s o n a n O H T

• A l t e r n a t i v e l y , y o u m a y w i s h t o p r e s e n t t h e s t u d e n t s w i t h a m o r e c h a l l e n g i n g l i s t , i n w h i c h t h e last l e t t e r o f o n e w o r d s e r v e s a s t h e f i rs t l e t t e r o f t h e s u b s e q u e n t w o r d , f o r e x a m p l e ' t e a c h e r a b b i t e l e p h o n e c s t a s y o d e l . '

6 0

T h e W o r d B o x

Word Stress Game

Take the stress out of stress




w o r d c a r d s

Plus... W o r d c a r d s w i t h s t ress p a t t e r n s m a r k e d o n t h e b a c k (see t h e Section Introduction)

• Put the s t u d e n t s i n t o g r o u p s , a n d g i v e e a c h g r o u p a s t a c k o f c a r d s w i t h the w o r d s f a c i n g u p .

• A s k t h e m t o o r g a n i z e t h e c a r d s i n t o g r o u p s w h i c h s h a r e t h e s a m e s t ress pat terns . W h e n t h e y a r e s a t i s f i e d w i t h t h e i r g r o u p i n g s , t h e y t u r n t h e ca rds o v e r t o s ee w h e t h e r t h e y w e r e r ight.

• The g r o u p tha t h a s m a d e t h e f e w e s t m is takes w i n s . T h e g r o u p s m a y t h e n s w a p s t a cks a n d r e p e a t t h e e x e r c i s e .

Five Cards

Writing example sentences with target vocabulary is boring ...or is it?


Activity type G r o u p w o r k / c o m p e t i t i v e a c t i v i t y


w o r d c a r d s

• D i v i d e t h e c l a s s i n t o s m a l l g r o u p s o r t e a m s . G i v e e a c h t e a m f i f t e e n c a r d s .

• A s k t h e m t o c h o o s e f i v e c a r d s w i t h w h i c h t h e y w o u l d l i k e t o tes t t h e o t h e r t e a m s .

• T h e f i r s t g r o u p r e a d s o u t t h e f i r s t o f t h e i r t a r g e t w o r d s . T h e o t h e r g r o u p s h a v e o n e m i n u t e i n w h i c h t o w r i t e a s e n t e n c e u s i n g t h i s w o r d . T h e s e s e n t e n c e s a r e t h e n p a s s e d b a c k t o t h e t e a m w h i c h h a s c h o s e n t h e w o r d .

• T h e s e c o n d g r o u p r e a d s o u t t h e f i r s t o f t h e i r t a r g e t w o r d s . C o n t i n u e u n t i l e a c h g r o u p o r t e a m h a s p r e s e n t e d o n e w o r d .

• N o w e x p l a i n t h e s c o r i n g s y s t e m : t h r e e p o i n t s f o r a s e n t e n c e w h i c h u s e s t h e w o r d a p p r o p r i a t e l y o r h a s n o m i s t a k e s , t w o p o i n t s f o r a p p r o p r i a t e u s e a n d o n e m i s t a k e , o n e p o i n t f o r a p p r o p r i a t e u s e b u t t w o o r t h r e e m i s t a k e s , n o p o i n t s f o r f o u r o r m o r e m i s t a k e s o r w h i c h u s e s t h e w o r d i n a p p r o p r i a t e l y .

• P u t t h e s c o r e o n t h e b o a r d . C o n t i n u e u n t i l a l l t h e c a r d s h a v e

" b e e n u s e d .

Three Words

A simple activity that is more an exploration of grammar and collocation than a revision exercise




w o r d c a r d s

• S e l e c t t h r e e w o r d s f r o m t h e w o r d b o x a n d w r i t e t h e m o n t h e b o a r d .

• P u t t h e s t u d e n t s i n t o s m a l l g r o u p s o r p a i r s . T h e i r t a s k i s t o p r o d u c e a s e n t e n c e c o n t a i n i n g t h e t h r e e w o r d s o n t h e b o a r d . I t s h o u l d b e g r a m m a t i c a l l y c o r r e c t a n d m a k e s e n s e . G i v e t h e m a t i m e l i m i t .

• D i s p l a y t h e s e n t e n c e s o n a n O H P o r r e a d t h e m a l o u d .

• A t l o w e r l e v e l s a w a r d o n e p o i n t f o r e a c h c o r r e c t s e n t e n c e . A t h i g h e r l e v e l s a w a r d o n e p o i n t f o r t h e s h o r t e s t p l a u s i b l e s e n t e n c e .

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Dictionaries This sec t ion is c o n c e r n e d w i t h the use of m o n o l i n g u a l , o r ' Eng l i sh-Eng l i sh , ' d i c t i ona r i e s . M o s t of the major pub l i shers offer a w i d e range. M o n o l i n g u a l d i c t i ona r i es c o m e in di f ferent s izes and vary in the features they offer.

These features may i n c l u d e p h o n e m i c t ranscr ipt ions s h o w i n g w o r d stress, de f in i t ions p i t ched at di f ferent levels , and in fo rmat ion on h o w the w o r d i s used to ' d o th ings ' . T h e y m a y a lso offer i n fo rmat ion on grammar , c o l l o c a t i o n , c o n n o t a t i o n , as w e l l as deno ta t i on , part ia l s ynonyms and an tonyms . A n u m b e r of d i c t i ona r i e s a lso p rov ide g u i d a n c e on register and soc ia l acceptab i l i t y .

The act iv i t ies in this sec t ion s h o w the d i c t i ona r y as an eve ryday too l in the l anguage c l a s s r o o m , and a lso e q u i p students w i t h strategies needed for their o w n i ndependen t study. Ac t i v i t i e s cove r f am i l i a r i za t i on w i t h m o n o l i n g u a l d i c t i ona r i e s , the use of d i c t ionar i es to d i agnose student errors a n d e x p a n d errors, and the d e v e l o p m e n t o f spec i f i c d i c t i ona ry sk i l l s .

In this sec t i on , the act iv i t ies assume the ava i l ab i l i t y of a c lass set of d i c t i ona r i e s . The first part (Familiarization) he lps students to get to k n o w their w a y a r o u n d a d i c t ionary , and what i t c a p a b l e of. T h e s e c o n d part (Problem Diagnosis) s h o w s t h e m h o w to use a d i c t i ona r y to he lp therr w i t h their i n d i v i d u a l l anguage d i f f i cu l t i es . The th i rd part (Practice Activities) presents a var iety o other d i c t i o n a r y act iv i t ies .

6 2

I D i c t i o n a r i e s

Ordering Words

Introduce younger students and students who are not used to Roman script to the main ordering principle in dictionaries

Level B e g i n n e r a n d P r e - i n t e r m e d i a t e



Plus... A l is t o f w o r d s (see b e l o w )

• Wr i t e , o r i f y o u w i s h t o m a k e i t more d i f f i c u l t , d i c t a t e , a l i s t o f w o r d s , n o t i n a l p h a b e t i c a l o r d e r , f o r your s tuden t s t o p u t i n t o t h e c o r r e c t order. A d j u s t t h e l e v e l o f d i f f i c u l t y a c c o r d i n g t o t h e l e v e l o f y o u r students .

• Put the s t u d e n t s i n p a i r s . T h e y w o r k together a n d t h e n u s e a d i c t i o n a r y t o c h e c k t h e i r a n s w e r s .

Compare Dictionaries

Help your students to discover what information they can find in a range of dictionaries - this will help them to make an intelligent choice




Plus ... A t l e a s t t h r e e d i f f e r e n t m o n o l i n g u a l d i c t i o n a r i e s a n d a l i s t o f w o r d s ( see b e l o w )

• G i v e t h e s t u d e n t s a r a n g e o f d i c t i o n a r i e s a n d a l i s t o f w o r d s . A s k t h e m t o c o m p a r e h o w t h e w o r d s a r e d e a l t w i t h i n e a c h d i c t i o n a r y a n d w h a t i n f o r m a t i o n e a c h d i c t i o n a r y g i v e s t h e m .

• P u t t h e s t u d e n t s i n t o p a i r s . W o r k i n g t o g e t h e r , a s k t h e m t o p r o d u c e a t a b l e d e m o n s t r a t i n g t h e d i f f e r e n c e s t h e y h a v e d i s c o v e r e d .

Door-to-Door Dictionaries

An information-gap roleplay where the information exchanged helps the students as learners




Plus ... At l e a s t t h r e e d i f f e r e n t m o n o l i n g u a l d i c t i o n a r i e s

• P u t t h e s t u d e n t s i n t o t w o g r o u p s . T h e f i r s t g r o u p a r e c o n s u m e r s ; a s a g r o u p t h e y d i s c u s s w h a t t h e y w a n t f r o m a d i c t i o n a r y . T h e s e c o n d g r o u p a r e s a l e s p e o p l e - g i v e t h e m t i m e t o l o o k a t t h e i r p r o d u c t s a n d p r e p a r e t h e i r s a l e s p i t c h .

• W h e n t h e y a r e r e a d y , t h e s t u d e n t s m i n g l e , g a t h e r i n g i n f o r m a t i o n a n d t r y i n g t o s e l l t h e i r p r o d u c t s .

• A t t h e e n d , t h e s t u d e n t s d e c i d e w h i c h d i c t i o n a r y t h e y w o u l d c h o o s e .

D i c t i o n a r i e s Familiarization Problem Diagnosis

Pick a Page at Random

A quick filler when you have some students who have finished an activity before the others



Materials N o n e

• P u t t h e s t u d e n t s i n t o p a i r s . A s k t h e m t o l o o k a t o n e p a g e o f t h e d i c t i o n a r y a n d t r y t o r e m e m b e r a s m a n y w o r d s a s t h e y c a n .

• A f t e r t h e y h a v e h a d a f e w m i n u t e s t o d o t h i s , o n e s t u d e n t tes ts t h e o t h e r s t u d e n t .

• M a k e s u r e t h a t y o u u s e a d i c t i o n a r y t h a t i s r e l a t i v e l y e a s y f o r y o u r s t u d e n t s .

Dictionary Page Diagnosis

An activity that helps students to diagnose their own language problems by using a dictionary




Plus... A m i s t a k e s s h e e t ( see b e l o w )

• C o l l e c t s o m e r e c e n t s t u d e n t e r r o r s , e i t h e r w r i t t e n o r s p o k e n . W r i t e t h e s e o u t a s n u m b e r e d s e n t e n c e s . M a k e s u r e t h a t t h e y a r e m i s t a k e s t h a t c a n b e c o r r e c t e d u s i n g t h e i n f o r m a t i o n i n y o u r c l a s s d i c t i o n a r y a n d w r i t e , n e x t t o e a c h n u m b e r e d s e n t e n c e , t h e p a g e n u m b e r i n t h e d i c t i o n a r y t h a t w i l l g i v e t h e s t u d e n t s t h e n e c e s s a r y i n f o r m a t i o n t o c o r r e c t t h e s e n t e n c e s .

• G i v e y o u r s t u d e n t s t h e p h o t o c o p i e d m i s t a k e s s h e e t a n d a s k t h e m t o w o r k i n p a i r s t o c o r r e c t t h e s e n t e n c e s .

Variation

• F o l l o w t h e p r e v i o u s p r o c e d u r e , b u t t h i s t i m e d o n o t g i v e t h e p a g e n u m b e r s i n t h e d i c t i o n a r y . Y o u m a y w i s h t o u n d e r l i n e p r o b l e m s i n t h e s e n t e n c e s i f y o u t h i n k t h a t t h i s i s n e c e s s a r y .

False Friends Paragraph

Monolingual groups try to spot mistranslations




Plus ... A m i s t a k e s s h e e t ( see b e l o w )

• P r o d u c e a s e r i e s o f s e n t e n c e s , e a c h o f w h i c h c o n t a i n s a n e r r o r b a s e d o n a m i s t r a n s l a t i o n o f a w o r d t h a t a p p e a r s t o b e t h e s a m e , o r s i m i l a r , i n b o t h l a n g u a g e s , f o r e x a m p l e ' S h e ' s s o s e n s i b l e : it 's v e r y e a s y t o h u r t h e r f e e l i n g s . '

• G i v e y o u r s t u d e n t s t h e p h o t o c o p i e d m i s t a k e s s h e e t a n d a s k t h e m t o w o r k i n p a i r s t o c o r r e c t t h e s e n t e n c e s u s i n g m o n o l i n g u a l d i c t i o n a r i e s .

• W h e n t h e y h a v e f o u n d a l l t h e m i s t a k e s , c o r r e c t t h e m a s a c l a s s .

• F i n a l l y , a s k t h e s t u d e n t s t o i n c l u d e t h e o r i g i n a l w o r d s i n a n a p p r o p r i a t e c o n t e x t , f o r e x a m p l e ' S h e ' s s o s e n s i b l e : s h e h a s h e r c a r s e r v i c e d e v e r y s i x m o n t h s . '

6 4

Practice Activities D i c t i o n a r i e s

Particle Physics New Words - O d d O n e Out New Words - Link Them

'Think of or 'think about' - why not A puzzle best solved with the aid of a use a dictionary to decide? dictionary

Level I n t e r m e d i a t e Level E l e m e n t a r y o n w a r d s o n w a r d s Activity type G r o u p w o r k ;

Activity type P a i r w o r k p a i r w o r k ( o p t i o n a l )

Equipment/ Equipment/ Materials P h o t o c o p i e s Materials S l i p s o f p a p e r

Plus ... A p h o t o c o p i e d s h e e t Plus.. F o u r s l i p s o f p a p e r (see b e l o w ) ( see b e l o w )

• M a k e a l ist o f p h r a s a l v e r b s a n d d e p e n d e n t p r e p o s i t i o n s t h a t y o u w i s h t o test y o u r s t u d e n t s o n .

• W r i t e t en s e n t e n c e s , e a c h o f w h i c h i n c l u d e s a t l e a s t o n e e x a m p l e f r o m y o u r l ist , b u t ge t a l l t h e p a r t i c l e s and p r e p o s i t i o n s w r o n g . M a k e o n e p h o t o c o p y f o r e a c h p a i r o f s t u d e n t s .

• Put the s t u d e n t s i n t o p a i r s . W o r k i n g together t h e s t u d e n t s t r y t o c o r r e c t t hem a n d t h e n u s e d i c t i o n a r i e s t o c h e c k t h e i r a n s w e r s .

• T a k e f o u r s l i p s o f p a p e r . O n e a c h s l i p w r i t e f i v e w o r d s , o n e o f w h i c h i s t h e ' o d d o n e o u t ' . B e c a r e f u l w h e n d o i n g t h i s t o se t a p u z z l e w h i c h i s a p p r o p r i a t e t o t h e l e v e l o f y o u r g r o u p a n d w h i c h c a n b e a n s w e r e d u s i n g t h e i n f o r m a t i o n i n y o u r c l a s s d i c t i o n a r y . Y o u m a y w i s h t o m a k e t h e t a s k m o r e d e m a n d i n g b y u s i n g g r a m m a t i c a l o r p h o n e m i c c r i t e r i a .

• P u t t h e s t u d e n t s i n t o f o u r g r o u p s . G i v e e a c h g r o u p o n e o f t h e s l i p s o f p a p e r a n d a d i c t i o n a r y . A s k t h e m t o f i n d t h e o d d o n e o u t a n d t o k e e p a r e c o r d o f t h e i r r e a s o n i n g . G i v e t h e m t h r e e o r f o u r m i n u t e s t o d o t h i s .

• C i r c u l a t e t h e s l i p s o f p a p e r a n d r e p e a t t h e p r o c e d u r e u n t i l a l l t h e g r o u p s h a v e s e e n a l l t h e s l i p s o f p a p e r .

• F i n a l l y c o m p a r e t h e f i n d i n g s a s a c l a s s .

D o n ' f just find out what they mean -put them in a context



Materials N o n e

• C h o o s e f i v e w o r d s w h i c h y o u t h i n k w i l l b e n e w t o y o u r c l a s s , a n d w h i c h y o u c a n i m a g i n e o c c u r r i n g i n a s i n g l e c o n t e x t , f o r e x a m p l e spooky, haunted, creep a n d creak.

• D i v i d e t h e c l a s s i n t o p a i r s a n d g i v e e a c h p a i r a d i c t i o n a r y . W r i t e t h e w o r d s o n t h e b o a r d , a n d e x p l a i n t h a t t h e a i m o f e a c h p a i r i s : f i r s t l y , t o l o o k u p t h e w o r d s , c h e c k i n g b o t h m e a n i n g a n d u s a g e ; a n d s e c o n d l y , t o w r i t e a s h o r t t e x t w h i c h i n c l u d e s t h e w o r d s i n a n y o r d e r .

• E a c h p a i r r e a d s t h e i r s t o r y t o t h e c l a s s .

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D i c t i o n a r i e s Practice Activities

Word Stress Match

Familiarize your students with how word stress is indicated in the dictionary




Plus ... A l i s t o f w o r d s ( see b e l o w )

• O n a p i e c e o f p a p e r w r i t e w o r d s o f d i f f e r e n t s t ress p a t t e r n s . P h o t o c o p y t h i s f o r e a c h p a i r o f s t u d e n t s .

• P u t t h e s t u d e n t s i n t o p a i r s a n d a s k e a c h p a i r t o g r o u p t h e w o r d s a c c o r d i n g t o s t ress p a t t e r n s .

• T h e s t u d e n t s u s e t h e d i c t i o n a r i e s t o c h e c k t h e i r a n s w e r s .

Chris Campbell 's Activity

Teaching phrasal verbs can be problematic - why not get the students to do it?

Spelling Match


Activity type P a i r w o r k/g r o u p w o r k ( o p t i o n a l )


• T a k e a m a x i m u m o f t e n s l i p s o f p a p e r . O n e a c h s l i p o f p a p e r w r i t e a p h r a s a l v e r b w h i c h y o u t h i n k w i l l b e u n f a m i l i a r t o y o u r c l a s s . T h e s e v e r b s m a y b e u n r e l a t e d , o r t h e y m a y h a v e o n e v e r b , o r p a r t i c l e , i n c o m m o n .

• D i v i d e t h e c l a s s i n t o p a i r s , o r s m a l l g r o u p s i f n e c e s s a r y . G i v e e a c h p a i r o n e o f t h e s l i p s o f p a p e r a n d a m o n o l i n g u a l d i c t i o n a r y . A s k t h e m t o l o o k u p t h e i r p h r a s a l v e r b , c h o o s e a m e a n i n g t h a t t h e y t h i n k i s u s e f u l , a n d w r i t e a s h o r t d i a l o g u e t h a t c o n t a i n s t h e i r c h o s e n u s e o f t h e p h r a s a l v e r b . C i r c u l a t e a n d h e l p i f n e c e s s a r y .

• W h e n a l l t h e p a i r s h a v e c o m p l e t e d t h e i r d i a l o g u e s , a s k t h e f i r s t p a i r t o r e a d t h e i r s t o t h e c l a s s . A s k t h e o t h e r s t u d e n t s t o i d e n t i f y t h e n e w p h r a s a l v e r b a n d t o s a y w h a t t h e y t h i n k i t m e a n s i n t h i s c o n t e x t . T h e f i r s t p a i r c a n c o n f i r m o r c l a r i f y a s n e c e s s a r y . R e c o r d t h e p h r a s a l v e r b , a n d t h e a g r e e d u s e , o n t h e b o a r d .

• T h e s e c o n d p a i r r e a d t h e i r d i a l o g u e a n d t h e p r o c e s s c o n t i n u e s i n t h e s a m e w a y . R e p e a t t h e p r o c e s s u n t i l a l l t h e n e w p h r a s a l v e r b s h a v e b e e n d i s c u s s e d a n d r e c o r d e d .

• A s h o m e w o r k t h e s t u d e n t s c a n w r i t e a n e x a m p l e s e n t e n c e f o r e a c h p h r a s a l v e r b .

A spelling/pronunciation/dictionai phonemic chart familiarization ac - what more do you want?



Materials P r e p a r e d c a r d s

• W r i t e w o r d s o n o n e se t o f c a r d s t h e i r p h o n e m i c t r a n s c r i p t i o n s o n a n o t h e r . M i x t h e m u p , a n d a s k t l s t u d e n t s t o m a t c h t h e m .

• T h e y u s e d i c t i o n a r i e s t o c h e c k t f a n s w e r s .

• W i t h s t r o n g e r s t u d e n t s , u s e d i f f i c w o r d s , f o r e x a m p l e f o e , cough, although a n d kneel.

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The OHP The O H P (overhead projector) is a w o n d e r f u l l y f lexible c l a s s room t o o l . I t a l l o w s the teacher to make a b o d y of text a va i l ab l e to the w h o l e c lass instantly and legib ly , m i n i m i z i n g the t ime spent writing mater ia l on the boa rd w i t h their back to the class. It a lso p rov ides a greater degree of control over the presentat ion of a text, th rough such techn iques as mask ing , use of co lou r , overlays and us ing a series of O H T s (overhead transparencies). O H T s c an be reused, so that you r preparation t ime is put to best use, and c a n reduce the n u m b e r of p h o t o c o p i e s that are used in class. They are an ex t reme ly ef f ic ient w a y of giving answers to a w i d e var iety of c l a s s r o o m a n d homework tasks.

Students often prefer t hem to the w h i t e b o a r d for a number of reasons. O H T s m a y be p h o t o c o p i e d , giving the students a wr i t ten record w h i c h is the same as that used in the lesson. M a n y students find it diff icult to wr i te on a w h i t e b o a r d . O H T s also a l low them to p r o d u c e a range of mater ia ls which can then be m a d e ava i l ab l e to the rest of the class. This is e spec i a l l y useful for c lass ta lks, displaying conc l u s i ons reached in g roup discussions, and class d i s cuss i on of i n d i v i d u a l writing tasks.

O H P s he lp create an a tmosphere o f concent ra t ion and g roup focus . V i sua l images b e c o m e inf inite ly stronger w h e n pro jec ted in a da rkened r o o m . Ro lep lays , d i s cuss ions a n d m a n y g roup activit ies a lways seem to go better w h e n the O H P i s i n v o l v e d . O H P s are a lso very useful for 'staging a l e sson ' . They p rov i de a c l ea r break f r om whatever has p r e c e d e d t h e m .

H e r e we have tr ied to s h o w the range o f poss ib i l i t i es for the O H P . T h e first part (Existing Text Techniques) l ooks at w a y s in w h i c h O H P s c a n be used w i t h a var ie ty of ex is t ing texts such as adver t i sements , letters a n d songs, and prov ides a bas i c list of t e chn iques that m a y be useful in a n u m b e r of di f ferent s i tuat ions . The s e cond part (Student Text Activities) lists a n u m b e r of activit ies that are based on student w r i t i ng . The third part (Other Activities) lists va r ious other act iv i t ies that w o r k w e l l w i t h the O H P .

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EXISTS Existing Text Techniques

Text Prediction Cut-up Lines Categorizing Words by Col<



Equipment/

Materials O H P

• R e v e a l a p h o t o c o p i e d O H T o f a t e x t , l i n e b y l i n e . E n c o u r a g e t h e s t u d e n t s t o p r e d i c t w h a t i s ' c o m i n g n e x t ' .

• F o c u s : g r a m m a r , c o l l o c a t i o n a n d d i s c o u r s e a n d a v a r i e t y o f s t u d e n t s k i l l s .



Equipment/ Materials O H P

• C u t u p a n O H T o f a t e x t , l i n e b y l i n e . P l a c e t h e l i n e s a t r a n d o m o n t h e O H P . A l l o w t h e s t u d e n t s t i m e t o r e a d t h e c u t - u p l i n e s . T h e s t u d e n t s n e g o t i a t e i n o r d e r t o r e c o n s t r u c t t h e t e x t . Y o u m a y w i s h t o g i v e o n e s t u d e n t t h e r e s p o n s i b i l i t y o f m a n i p u l a t i n g t h e t e x t o n t h e O H P .

• F o c u s : g r a m m a r , d i s c o u r s e , v o c a b u l a r y a n d p r o n u n c i a t i o n ( for s o n g s ) .




• G i v e t h e s t u d e n t s a p h o t o c o p y o t e x t . A s k t h e m t o m a r k a l l t h e w < o f a p a r t i c u l a r c a t e g o r y , e i t h e r g r a m m a t i c a l o r l e x i c a l , o n t h e t e w o r k i n g t o g e t h e r . C h e c k t h i s , us i c o l o u r e d p e n s , o n t h e O H T .

• F o c u s : w o r d g r a m m a r , w o r d sets

Dialogue Prediction



Equipment/

Materials O H P

• R e v e a l t h e t r a n s c r i p t o f a d i a l o g u e l i n e b y l i n e . E l i c i t a s m u c h a b o u t t h e c h a r a c t e r s a n d t h e c o n t e x t a s y o u c a n , b e f o r e m o v i n g o n t o t h e n e x t l i n e .

• F o c u s : s o c i a l E n g l i s h , t u r n - t a k i n g .

Cut-up Paragraphs




• C h o o s e a t e x t w i t h m o r e t h a n s i x p a r a g r a p h s . M a k e a p h o t o c o p i e d O H T a n d c u t b e t w e e n e a c h p a r a g r a p h . P l a c e t h e p a r a g r a p h s i n t h e w r o n g o r d e r o n t h e O H T a n d a s k t h e s t u d e n t s t o r e a d t h e m f o r a f e w m i n u t e s . T h e s t u d e n t s s h o u l d t h e n ' n e g o t i a t e ' t h e c o r r e c t o r d e r o f t h e t e x t .

Editing a Text on the Whitebo



Materials O H P

• U s e a t e x t t h a t y o u w i s h t o e d i t . P r o j e c t t h i s o n t o a w h i t e b o a r d . C o n e s t u d e n t a b o a r d p e n a n d ask o t h e r s t u d e n t s t o s u g g e s t a m e n d m e n t s .

• F o c u s : p u n c t u a t i o n , s p e l l i n g , g r a m m a r , v o c a b u l a r y .

• F o c u s : d i s c o u r s e f e a t u r e s , w r i t i n g s k i l l s .

Student Text Activities T h e O H P

100 Points Game Error Correction Race Dictogloss

Competition-motivated students The question is, not who can make Heard fragments become complete scrutinize each other's work the most errors, but who can texts

correct them?



Equipment/ Materials O H P ; s c r a p p a p e r

• O r g a n i z e t h e c l a s s i n t o a m a x i m u m o f f o u r t e a m s . G i v e e a c h t e a m a n a m e . W r i t e t h e n a m e s o f t h e t e a m s o n t h e b o a r d a n d a w a r d e a c h t e a m 1 0 0 p o i n t s . T e l l t h e s t u d e n t s t h a t i n the g a m e t h e y a r e g o i n g t o p l a y , t h e y c a n b o t h w i n p o i n t s a n d l o s e t h e m .

• G i v e e a c h t e a m s c r a p p a p e r , a n O H T , a n d a n O H T p e n . T e l l t h e m that t h e y h a v e t w o m i n u t e s t o w r i t e a s e n t e n c e w h i c h t h e y a l l b e l i e v e t o b e g r a m m a t i c a l l y c o r r e c t . A t t h e e n d o f t w o m i n u t e s t h e y w i l l h a v e t o t ransfer t h e i r s e n t e n c e o n t o t h e O H T .

• E x p l a i n t ha t e v e r y o n e w i l l t h e n l o o k a t the s e n t e n c e . I f t h e o t h e r t e a m s f i n d a m i s t a k e i n t h e s e n t e n c e , t h e y w i l l l o se a s m a n y p o i n t s a s t h e r e a r e w o r d s i n t h e s e n t e n c e . I f t h e o p p o s i n g t e a m s c a n n o t f i n d a m i s t a k e t h e y c a n a s k y o u . I f y o u a r e u n a b l e t o s ee a m i s t a k e , t h e t e a m ' s s co re r e m a i n s u n c h a n g e d . I f y o u c an f i n d n o m i s t a k e s , t h e t e a m i s a w a r d e d a s m a n y p o i n t s a s t h e r e a r e w o r d s i n t h e s e n t e n c e .

• G i v e t h e s t u d e n t s t h e b a d n e w s . T h e s e n t e n c e t h e y w r i t e m u s t b e g i n w i t h * the w o r d o r p h r a s e t h a t y o u w r i t e o n the b o a r d . S u g g e s t e d w o r d s f o r l o w e r l e v e l s : If...When... Where... Who... Yesterday... Tomorrow... and fo r h i g h e r l e v e l s : Although... Despite... Since... Given... Having... Had...



Equipment/ Materials O H P ; d i f f e r e n t

c o l o u r e d b o a r d p e n s

• P r o d u c e a n O H T o f r e c e n t s t u d e n t e r r o r s , w h e t h e r s p o k e n o r w r i t t e n . P u t t h e s t u d e n t s i n t o a m a x i m u m o f t h r e e t e a m s a n d g i v e e a c h t e a m a d i f f e r e n t c o l o u r e d b o a r d p e n . P u t t h e t e a m s a t t h e b a c k o f t h e c l a s s r o o m .

• P r o j e c t t h e O H T o n t o a w h i t e b o a r d . T h e s t u d e n t s t a k e i t i n t u r n s t o r a c e t o t h e f r o n t o f t h e c l a s s t o c o r r e c t a n y e r r o r s . O n l y o n e m e m b e r o f e a c h t e a m i s a l l o w e d a t t h e b o a r d a t a t i m e .

• E a c h c o r r e c t i o n g a i n s t h e t e a m o n e p o i n t , b u t i f i t i s w r o n g t h e t e a m l o s e s t w o p o i n t s .




Plus ... A s h o r t t e x t ( see b e l o w )

• C h o o s e a s h o r t n a r r a t i v e o r d e s c r i p t i v e t e x t . M a k e a c o p y f o r e a c h s t u d e n t .

• N o w r e a d t h e t e x t a l o u d t o t h e c l a s ; a t n o r m a l s p e e d .

• T e l l t h e s t u d e n t s t h a t y o u a r e g o i n g t o r e a d t h e s a m e t e x t a g a i n a n d that t h e y s h o u l d w r i t e d o w n a n y k e y w o r d s t h a t t h e y h e a r . E x p l a i n t h a t y o u w i l l r e a d t h e t ex t a t t h e s a m e s p e e d a s b e f o r e , a n d tha t t h e y s h o u l d n o t a t t e m p t t o w r i t e d o w n e v e r y w o r d .

• R e a d t h e t e x t a l o u d f o r a s e c o n d t i m e . A f t e r y o u h a v e d o n e s o , p u t t h e s t u d e n t s i n t o g r o u p s , a n d t e l l t h e m t h a t , t o g e t h e r , t h e y h a v e t o c o n s t r u c t a t e x t w h i c h i n c l u d e s t h e l a n g u a g e t h a t t h e y h a v e jus t r e c o r d e d .

• P h o t o c o p y t h e c o m p l e t e d texts o n t o a n O H T a n d a l l o w t h e c l a s s t o r e a d e a c h t e x t i n t u r n .

• G i v e t h e s t u d e n t s a c o p y o f t h e o r i g i n a l t e x t t o s t u d y .

69

T h e O H P Other Activities

Memory Game

A well-known party game sometimes called Kim's game


Activity type P a l r w o r k / g r o u p w o r k ( o p t i o n a l )


Plus... A n O H T (see b e l o w )

• Y o u m a y w i s h t o p r e c e d e t h i s t a s k w i t h a r e v i s i o n o f r e l e v a n t v o c a b u l a r y , p r e p o s i t i o n s o f p l a c e a n d t h e l a n g u a g e o f n e g o t i a t i o n .

• P r e p a r e a n O H T s h o w i n g a n a r r a y o f o b j e c t s o n a t r a y o r d e s k .

• P r o j e c t t h e O H T a n d a l l o w t h e s t u d e n t s t o s e e t h e p r o j e c t i o n f o r a b r i e f p e r i o d o f t i m e , f o r e x a m p l e o n e m i n u t e .

• T h e n s w i t c h o f f t h e O H P , a n d t h e s t u d e n t s , w o r k i n g i n p a i r s o r s m a l l g r o u p s , h a v e t o r e c o n s t r u c t t h e i m a g e t h e y h a v e s e e n . T h e y c a n d o t h i s , e i t h e r b y d r a w i n g t h e i t e m s i n t h e r i g h t p l a c e o n a s h e e t o f p a p e r , o r b y w r i t i n g t h e n a m e s o f t h o s e o b j e c t s i n t h e p o s i t i o n t h e y r e m e m b e r s e e i n g t h e m .

• F i n a l l y p r o j e c t t h e O H T o n c e m o r e s o tha t s t u d e n t s c a n a s s e s s t h e i r p e r f o r m a n c e .

• Y o u m a y w i s h t o f o l l o w t h i s a c t i v i t y w i t h a n y o f t h e f o l l o w i n g : a m i s t a k e s s e s s i o n , a s e s s i o n o n a n y a r e a o f l a n g u a g e t h a t t h e s t u d e n t s f o u n d d i f f i c u l t , o r a v i d e o r e c o r d i n g m

o f p r o f i c i e n t E n g l i s h u s e r s d o i n g t h e s a m e t a s k , p o s s i b l y f o l l o w e d b y f u r t h e r p r a c t i c e .

Getting Everything Wrong

Incompetent with technology? Make the most of it!




Plus... A n O H T w i t h g a p p e d i n s t r u c t i o n s o n h o w t o u s e a n O H P

• P l a c e t h e O H P i n a p r o m i n e n t p o s i t i o n a n d a s k w h e t h e r e v e r y b o d y c a n s e e t h e t e x t p r o p e r l y . M a k e s u r e t h a t t h e m a c h i n e i s n o t s w i t c h e d o n .

• D o e v e r y t h i n g w r o n g . . .

• D o n ' t p l u g i n t h e O H P . M a k e s u r e t h a t t h e l e n s i s d i r t y , o u t o f f o c u s a n d a i m e d a t t h e c e i l i n g . E n s u r e t h a t a l l t h e l i g h t s a r e o n i n t h e r o o m , a n d t h a t a n y c u r t a i n s o r b l i n d s a r e o p e n . P u t t h e O H T o n u p s i d e d o w n a n d b a c k t o f r o n t . P u t t h e O H P t o o far , o r t o o c l o s e t o t h e b o a r d , t o b e a b l e t o f o c u s i t s u c c e s s f u l l y . S t a n d i n f r o n t o f t h e p r o j e c t o r .

• O n c e y o u r s t u d e n t s s tar t t o p o i n t a n d g e s t i c u l a t e i n o r d e r t o g i v e y o u i n s t r u c t i o n s , a s k t h e m t o s i t o n t h e i r h a n d s , a n d d o e x a c t l y w h a t t h e y s a y - e v e n i f i t i s w r o n g .

• W h e n , f i n a l l y , t h e w h o l e c l a s s i s a b l e t o r e a d t h e O H T , a s k t h e s t u d e n t s t o f i l l i n t h e g a p s i n t h e m o d e l i n s t r u c t i o n s .

• T h i s a c t i v i t y a l s o w o r k s w e l l w i t h c a s s e t t e r e c o r d e r s , V H S m a c h i n e s , c a m c o r d e r s a n d c o m p u t e r s .

Out of Focus Pictures

An enjoyable way of presenting or recycling modal verbs for deduction




Plus ... O H T s ( p h o t o c o p i e d o r d r a w n ) o f r e c o g n i z a b l e p l a c e s , p e o p l e o r o b j e c t s

• B e f o r e y o u p r o j e c t t h e O H T t o t h e s t u d e n t s , e n s u r e t h a t i t i s o u t o f f o c u s . P r o j e c t t h e o u t o f f o c u s i m a g e a n d i n v i t e t h e s t u d e n t s t o g u e s s w h a t i t i s , f o r e x a m p l e : 'It m i g h t b e a n e l e p h a n t . '

• G r a d u a l l y b r i n g t h e i m a g e i n t o f o c u s , e n c o u r a g i n g s t u d e n t s t o r e a p p r a i s e c o n s t a n t l y , f o r e x a m p l e : 'It c a n ' t b e a n e l e p h a n t ; i t h a s n ' t got f o u r l e g s . I t m i g h t b e t h e h e a d m a s t e r . '

• R e p e a t w i t h o t h e r i m a g e s .

7 0

Other Activities T h e O H P

Back to Picture Questions

Students love the opportunity to wrongfoot you - make them work to achieve this!


Activity type C o m p e t i t i v e a c t i v i t y / g a m e ( o p t i o n a l )


Plus ... A n O H T ( see b e l o w )

• C h o o s e a p i c t u r e t h a t w i l l e l i c i t t h e l a n g u a g e t h a t y o u w i s h t o p r a c t i s e . I t m a y be a p i c t u r e w i t h a l o t g o i n g o n , f o r e x a m p l e t o p r a c t i s e t h e p r e s e n t c o n t i n u o u s a t a l o w l e v e l . I t m a y b e a p h o t o g r a p h o f a l a n d s c a p e t o e l i c i t t h e l a n g u a g e o f m o o d a n d e n v i r o n m e n t a t a h i g h e r l e v e l . A l m o s t a n y p i c t u r e m a y b e o f v a l u e .

• P r o j e c t t h e i m a g e s o t h a t e v e r y b o d y c a n s ee it. L o o k a t t h e p i c t u r e y o u r s e l f f o r , say , 3 0 s e c o n d s a n d t h e n s t a n d s o t h a t y o u r b a c k i s t o it. T h e s t u d e n t s s h o u l d t h e n a s k y o u a s m a n y q u e s t i o n s a s t h e y c a n i n o r d e r t o test y o u r m e m o r y o f it. T h e y , o f c o u r s e , a r e p r a c t i s i n g t h e i r E n g l i s h .

• Y o u c a n m a k e t h i s i n t o a g a m e b y t e l l i n g t h e s t u d e n t s t h a t t h e i r a i m i s t o get y o u t o m a k e , f o r e x a m p l e , t e n m i s t a k e s i n t h r e e m i n u t e s .

• Y o u m a y w i s h t o e x t e n d t h i s a c t i v i t y b y a s k i n g a s t u d e n t t o t a k e y o u r p l a c e , w i t h a n e w p i c t u r e . A l t e r n a t i v e l y p u t t h e c l a s s i n t o p a i r s o r g r o u p s , a n d ge t t h e m t o d o t h e a c t i v i t y t h e m s e l v e s .

Where Are They?

Children's books often have 'Spot the ...'pictures - use them.




Plus... A ' S p o t t h e p i c t u r e ( see b e l o w )

• P h o t o c o p y a p i c t u r e w h e r e s t u d e n t s h a v e t o f i n d a n u m b e r o f h i d d e n o b j e c t s o r a n i m a l s o n t o a n O H T . P r o j e c t i t t o t h e c l a s s .

• P u t t h e s t u d e n t s i n t o p a i r s . T e l l t h e m t o w o r k t o g e t h e r t o f i n d t h e h i d d e n o b j e c t s a s q u i c k l y a s t h e y c a n , w i t h o u t p o i n t i n g a t t h e b o a r d , f o r e x a m p l e : ' L o o k ! T h e r e ' s o n e i n t h e s l i p p e r u n d e r t h e c h a i r o n t h e r i g h t . '

• U s i n g a n O H P e n s u r e s t h a t t h e s t u d e n t s h a v e t o u s e l a n g u a g e t o l o c a t e e a c h o f t h e o b j e c t s . T h i s m e t h o d a l s o w o r k s w e l l w i t h ' S p o t t h e d i f f e r e n c e ' p i c t u r e s .

Picture Story Prediction

Motivating preparation, using a variety of tenses, for producing narratives


Activity type P a i r w o r k / g r o u p w o r k ( o p t i o n a l ) ; h o m e w o r k ( o p t i o n a l )


Plus ... A p i c t u r e s t o r y ( see b e l o w )

• S e l e c t a p i c t u r e s t o r y w i t h a m a x i m u m o f e i g h t t o t e n p i c t u r e s . ( U s e f u l s o u r c e s a r e t e e n a g e m a g a z i n e s o r n e w s p a p e r s t r ips . ) P h o t o c o p y i t o n t o a n O H T .

• P l a c e t h e O H T o n t h e m a c h i n e a n d m a s k e v e r y t h i n g e x c e p t t h e f i rst p i c t u r e . S w i t c h o n t h e O H P . E n c o u r a g e t h e s t u d e n t s t o d e s c r i b e t h e p i c t u r e a n d c r e a t e a s d e t a i l e d a c o n t e x t a s p o s s i b l e f o r it. T h e n , a sk t h e m t o p r e d i c t w h a t h a p p e n s n e x t . G a t h e r a s m a n y i d e a s a s y o u c a n , e n c o u r a g i n g d e b a t e w h e r e p o s s i b l e .

• R e v e a l t h e n e x t p i c t u r e i n t h e s tory . A g a i n , a s k t h e s t u d e n t s t o d e s c r i b e t h e s i t u a t i o n b e f o r e p r e d i c t i n g w h a t h a p p e n s n e x t .

• C o n t i n u e i n t h e s a m e w a y , r e v e a l i n g e a c h p i c t u r e o n e b y o n e . A f t e r t h e t h i r d o r f o u r t h p i c t u r e , a sk y o u r s t u d e n t s t o t e l l t h e s t o r y s o far, p l a c i n g t h e e v e n t s i n t h e pas t .

• A s k t h e s t u d e n t s , e i t h e r i n c l a s s o r a t h o m e , t o w r i t e t h e s t o r y s o far, a n d t o c o n c l u d e i t t h e m s e l v e s .

• S h o w t h e s t u d e n t s t h e c o m p l e t e p i c t u r e s t o r y a n d c o m p a r e t h e d i f f e r e n t e n d i n g s .

13

Computers C o m p u t e r s have a n u m b e r of d is t inc t advantages over pen and paper for cer ta in act iv i t ies . They are par t i cu la r l y su i tab le for process w r i t i ng act iv i t ies , whe re texts are ed i ted and redrafted. On compute r s , the scr ipt is a lways l eg ib le . M i s t akes can be cor rec ted t id i ly . W o r d s and text c a n be m o v e d eas i ly (using 'cut a n d paste ' o r 'd rag and drop ' ) . Th is not o n l y he lps w i t h student ed i t i ng , but a lso makes reorder ing text exerc ises more natura l , w i th a more po l i shed f ina l result.

Incomple te text m a y be saved on a compute r , w h i c h means that i t is not a lways necessary to f in ish a wr i t i ng act iv i ty w i t h i n a lesson, as it m a y eas i ly be retr ieved af terwards. S imi la r l y , any mater ia l that y o u p r o d u c e for the c o m p u t e r m a y be reused ad i n f i n i t um, and m a y a lso be q u i c k l y and eas i ly a l tered for spec i f i c c lasses. It is poss ib l e to make pr inted cop i e s of student-created w o r k , w h i c h w i l l not have any of the signs of the intens ive co r rec t ing and redraft ing that w i l l have gone into it.

The nature of the c o m p u t e r m o n i t o r means that many g roup wr i t i ng act iv i t ies b e c o m e easier on

' the compute r . Students m a y po in t to the text, a n d al l of t hem can see it at the same t ime (four is about the m a x i m u m n u m b e r o f students that y o u may w i s h to use for an act iv i ty of this type).

Students w h o are t oo shy to b e c o m e fu l l y

i n v o l v e d in c l a s s r o o m act iv i t ies o r those w h o

en joy us ing t e c h n o l o g y w i l l a l so l ike w o r k i n g on

the compu te r .

C o m p u t e r s are pa r t i cu la r l y useful in self-access centres. S o m e of these act iv i t ies m a y be adapted for self-access. But there are a lso an inc reas ing n u m b e r o f pu rpose-made programs and C D - R O M s , D V D - R O M s a n d webs i tes that are exce l l en t for e n c o u r a g i n g learner au tonomy . M a k e a student log a va i l ab l e w h e n y o u have programs of this type a va i l ab l e .

In this sec t ion we concen t ra te on three of the mosl bas ic too ls a va i l ab l e to the teacher w h o has a c o m p u t e r at his or her d i s p o s a l : wo rdp rocess i ng , e-mail a n d the p o p u l a r text recons t ruc t ion p rog ram S to ryboa rd .

72

Wordprocessing C o m p u t e r s

Gapless Gaps

In normal gapped exercises, the students have to find the words to fill in the gaps. Why not also make them find the gaps themselves?



Equipment/ Materials S i n g l e / m u l t i p l e

c o m p u t e r s ( o p t i o n a l )

Plus... A t e x t ( see b e l o w )

• C h o o s e a t ex t a n d t a k e o u t o n e g r o u p o f w o r d s f r o m It. T h e s e c o u l d b e v e r b s , a r t i c l e s , p r e p o s i t i o n s o r p r o n o u n s . D o n o t i n d i c a t e w h e r e the w o r d s a r e m i s s i n g .

• A s k t h e s t u d e n t s t o c o m p l e t e the text .

• As a v a r i a t i o n , t r y t a k i n g o u t a l l t h e p u n c t u a t i o n . Y o u m a y w i s h t o m a k e a l l the w o r d s l o w e r c a s e ( th is c a n b e d o n e a u t o m a t i c a l l y b y m o s t w o r d p r o c e s s o r s ) .

Free Writing

Use computers to encourage descriptive writing




c o m p u t e r s

• D o t h i s a c t i v i t y a f t e r y o u h a v e d o n e s o m e w o r k o n d e s c r i p t i v e w r i t i n g i n c l a s s .

• P u t t h e s t u d e n t s i n t o p a i r s o r s m a l l g r o u p s , a n d p u t e a c h g r o u p i n f r o n t o f a c o m p u t e r .

• S ta r t d i c t a t i n g t h e b e g i n n i n g o f a n a r r a t i v e . F o r e x a m p l e ' Y o u a r e i n a h o u s e t h a t y o u h a v e n e v e r b e e n i n t o b e f o r e . Y o u w a l k i n t o t h e r o o m . I t i s a b s o l u t e l y e x t r a o r d i n a r y . . . D e s c r i b e t h e r o o m . ' G i v e t h e s t u d e n t s t i m e t o w r i t e a d e s c r i p t i o n o f t h e r o o m , w o r k i n g i n p a i r s .

• C o n t i n u e t h e s t o r y : ' A s y o u a r e l o o k i n g a r o u n d t h e r o o m , a m o s t u n u s u a l p e r s o n w a l k s i n . . . ' G i v e t h e s t u d e n t s t i m e t o w r i t e a d e s c r i p t i o n o f t h e p e r s o n , w o r k i n g i n p a i r s .

• C o n t i n u e t h e s t o r y : ' T h e p e r s o n l o o k s a t m e a n d s tar ts a c o n v e r s a t i o n . . . W r i t e t h e d i a l o g u e . ' G i v e t h e s t u d e n t s t i m e t o w r i t e t h e d i a l o g u e .

• A s k t h e s t u d e n t s t o w r i t e a n a r r a t i v e , w h i c h m a y o r m a y n o t b e g i n i n t h e s a m e w a y a s y o u h a v e b e g u n , a n d w h i c h l i n k s a l l t h r e e e l e m e n t s t h a t y o u h a v e i n t r o d u c e d .

• A t t h e e n d o f t h e l e s s o n , c o m p a r e t h e s t o r i e s .

73

Complete an Incomplete Text

Students take up where the story leaves off






• T h i s t e c h n i q u e w o r k s w e l l w i t h l e t t e r s , s t o r i e s a n d d r a m a t i c m o n o l o g u e s . G i v e y o u r s t u d e n t s t h e f i r s t p a r t o f a t e x t o n s c r e e n . A s k t h e m t o p r e d i c t t h e c o n t e n t o f t h e r e m a i n d e r o f t h e t e x t , a n d t h e n t o c o m p l e t e i t i n t h e i r o w n w o r d s . I f t h e t e x t i s a l e t te r , t h e y s h o u l d c o n t i n u e i n t h e s a m e r e g i s t e r a n d t o n e .

• P r i n t o u t t h e s t u d e n t s ' t e x t s a n d c o m p a r e t h e m w i t h t h e o r i g i n a l .

Wordprocessing

Incomplete Story

Students take up where their classmates' story leaves off

Level E l e m e n t a r y t o U p p e r - I n t e r m e d i a t e

Activity type Pa i r w o r k / g r o u p w o r k

Equipment/ Materials M u l t i p l e c o m p u t e r s

Plus... A s t o r y (see b e l o w )

• G i v e y o u r s t u d e n t s t h e f i r s t p a r t o f a s t o r y o n s c r e e n . A s k t h e m t o c o n t i n u e t h e s t o r y i n t h e i r o w n w o r d s , w o r k i n g i n p a i r s o r s m a l l g r o u p s .

• A f t e r f i v e m i n u t e s , a s k e a c h p a i r o r g r o u p t o m o v e t o t h e n e x t c o m p u t e r a n d t o c o n t i n u e t h e s t o r y t h a t t h e y f i n d t h e r e .

• R e p e a t t h i s a s o f t e n a s y o u w i s h .

Expanding Sentence

A testing, puzzle-like activity



Equipment/ Materials M u l t i p l e c o m p u t e r s

• P r o v i d e s t u d e n t s w i t h a s i m p l e s e n t e n c e o n s c r e e n , f o r e x a m p l e : ' I g a v e t h e h o m e w o r k t o m y t e a c h e r . '

• P u t t h e s t u d e n t s i n t o g r o u p s . E a c h s t u d e n t s h o u l d t a k e i t i n t u r n s t o s u g g e s t a s i n g l e w o r d a d d i t i o n t o t h e e x i s t i n g s e n t e n c e , f o r e x a m p l e : ' I g a v e t h e h o m e w o r k t o m y English t e a c h e r . ' E a c h t i m e a n e w w o r d i s a d d e d , t h e g r o u p h a s t o d e c i d e w h e t h e r t h e s e n t e n c e i s s t i l l g r a m m a t i c a l . Y o u m a y b e a s k e d t o a d j u d i c a t e .

• I n t h i s w a y t h e o r i g i n a l s e n t e n c e m i g h t b e c o m e ' S i g h i n g d e e p l y , I d u t i f u l l y g a v e t h e u n b e l i e v a b l y d i f f i c u l t h o m e w o r k t o m y u n u s u a l l y t a l l , d a r k , h a n d s o m e E n g l i s h t e a c h e r b o y f r i e n d . '

• A b r i e f s t o r y o u t l i n e c a n a l s o b e e x p a n d e d a s i m i l a r w a y . T h e s t u d e n t s s h o u l d a d d e i t h e r a s i n g l e w o r d , o r g r o u p s o f w o r d s , w h e n i t i s t h e i r t u r n .

Using the Spellchecker

A spellchecker can be quite a blunt instrument - or a fine one





Plus ... A t e x t ( see b e l o w )

P r o d u c e a t e x t w i t h a l a r g e n u m b e r o f s p e l l i n g m i s t a k e s , a l s o i n c l u d e s o m e w r o n g w o r d m i s t a k e s i.e. w o r d s w h i c h a r e s p e l t c o r r e c t l y b u t a r e n o t c o r r e c t i n t h e c o n t e x t , f o r e x a m p l e : ' H e a r ' s t h e r e m o n e y ' o r ' D i s c r e e t s k i l l s p r a c t i s e . '

T h e s t u d e n t s s h o u l d u s e t h e s p e l l c h e c k f a c i l i t y t o c o r r e c t t h e t e x t . T h e y w i l l n e e d t o d e c i d e b e t w e e n a n u m b e r o f a l t e r n a t i v e s p e l l i n g s o f f e r e d . T h e y w i l l a l s o n e e d t o c o r r e c t a n u m b e r o f s p e l l i n g s t h a t t h e s p e l l c h e c k e r c a n n o t f i n d .

7 4

Wordprocessing

Reordering Sentences

Order out of chaos?

Error Annotations Amateur Typists






• U s e t h e m o u s e , o r ' c u t a n d p a s t e , ' t o r e a r r a n g e t h e s e n t e n c e s i n a t e x t . Y o u m a y w i s h o n l y t o m o v e s o m e s e n t e n c e s , a n d k e e p t h e e x i s t i n g p a r a g r a p h i n g ; o r y o u m a y w i s h t o lose t h e p a r a g r a p h s a s w e l l .

• A s k t h e s t u d e n t s t o ' r e - a s s e m b l e ' t h e text .

Most wordprocessors have an 'annotation' command





Plus ... A d i f f e r e n t t e x t o n - s c r e e n f o r e a c h c o m p u t e r

• C h o o s e t e x t s t h a t a r e a t a n a p p r o p r i a t e l e v e l f o r y o u r s t u d e n t s a n d h a v e e a c h t e x t o n - s c r e e n . P u t t h e s t u d e n t s i n t o p a i r s o r s m a l l g r o u p s , a n d p u t e a c h g r o u p i n f r o n t o f a c o m p u t e r .

• A s k e a c h g r o u p o f s t u d e n t s t o m a k e a l i s t o f t h e e r r o r s t h a t t h e y m a k e m o s t f r e q u e n t l y . G i v e t h e m a f e w m i n u t e s t o d o t h i s .

• A s k t h e m t o a m e n d t h e t e x t s o t h a t i t n o w i n c l u d e s a n u m b e r o f t h e i r ' f a v o u r i t e ' e r r o r s , a s m a n y a s t h e y w o u l d l i k e .

• A s k e a c h g r o u p t o m o v e t o a d i f f e r e n t c o m p u t e r . T e l l t h e m t o t r y t o s p o t t h e e r r o r s i n t h e t e x t t h a t t h e y a r e r e a d i n g . F o r e a c h e r r o r t h e y s h o u l d i n s e r t a n a n n o t a t i o n . T h i s a n n o t a t i o n s h o u l d i n d i c a t e t h e t y p e o f e r r r o r t h a t h a s b e e n i n t r o d u c e d ( fo r e x a m p l e , s p e l l i n g , p u n c t u a t i o n , v e r b t e n s e , w r o n g w o r d ) .

• A s k e a c h g r o u p t o m o v e t o a d i f f e r e n t c o m p u t e r a g a i n . T h i s t i m e t h e y s h o u l d t r y t o c o r r e c t t h e e r r o r w i t h i n t h e a n n o t a t i o n w i n d o w . I f t h e y t h i n k t h a t t h e a n n o t a t i o n i s i n c o r r e c t , t h e y s h o u l d i n d i c a t e t h i s .

• F i n a l l y , a s k e a c h g r o u p t o r e t u r n t o t h e i r o r i g i n a l c o m p u t e r a n d c h e c k t h e t e x t o n - s c r e e n .

Nobody can type perfectly!


Activity type Pa i r w o r k / g r o u p w o r k ( o p t i o n a l )

Equipment/ Materials M u l t i p l e c o m p u t e r s ;



• C h o o s e a t e x t w h i c h c o n t a i n s p r o b l e m a t i c s p e l l i n g s a n d p u n c t u a t i o n .

• P u t t h e s t u d e n t s i n t o g r o u p s a n d s e a t e a c h g r o u p a r o u n d a c o m p u t e r . A s k o n e s t u d e n t i n e a c h g r o u p t o b e t h e ' t y p i s t . '

• D i c t a t e t h e t e x t a t a s p e e d t h a t i s p e r h a p s a l i t t l e f a s t e r t h a n t h e s p e e d a t w h i c h m o s t o f y o u r s t u d e n t s c a n t y p e c o m f o r t a b l y .

• W h e n y o u h a v e f i n i s h e d t h e d i c t a t i o n , a s k e a c h g r o u p t o m o v e t o a n e w c o m p u t e r , w h e r e t h e y w o r k t o c o r r e c t t h e p o o r l y - t y p e d , a n d p o s s i b l y i n c o m p l e t e , t ex t .

• F i n a l l y , r e a d t h e t e x t a g a i n , o r g i v e t h e s t u d e n t s a p r i n t e d c o p y , t o e n a b l e t h e m t o c h e c k .

75

C o m p u t e r s E-mail

Travel Agents E-mail Roleplays Spoilt Brats

Travel in cyberspace or just in your students' imaginations



Equipment/ Materials M u 1 ti p 1 e / n e t w o r k e d


Plus... T r a v e l b r o c h u r e s (see b e l o w )

• C o l l e c t t w o t r a v e l b r o c h u r e s f r o m t w o d i f f e r e n t h o l i d a y c o m p a n i e s . I d e a l l y t h e y s h o u l d b e f r o m s i m i l a r , b u t r i v a l c o m p a n i e s .

• D i v i d e t h e c l a s s i n t o f o u r g r o u p s . G i v e t w o o f t h e g r o u p s t h e b r o c h u r e s a n d t e l l t h e m t h a t t h e y r e p r e s e n t t h e t w o t r a v e l c o m p a n i e s . T e l l t h e t w o o t h e r g r o u p s t h a t t h e y a r e w o u l d - b e h o l i d a y m a k e r s l o o k i n g f o r a g o o d d e a l .

• A s k t h e t w o t r a v e l c o m p a n i e s t o f a m i l i a r i z e t h e m s e l v e s w i t h t h e i r b r o c h u r e s a n d p r o d u c t s . A s k t h e t o u r i s t s t o d i s c u s s w h e r e t h e y w o u l d l i k e t o g o a n d w h a t so r t o f h o l i d a y t h e y w o u l d I i k e . Y o u m a y w i s h t o g i v e t h e m a b u d g e t a n d a m a p .

• W h e n y o u f e e l t h e g r o u p s a r e p r e p a r e d , a s k t h e t o u r i s t s t o e - m a i l t h e h o l i d a y c o m p a n i e s i n o r d e r t o n e g o t i a t e t h e i r h o l i d a y . T h e t r a v e l c o m p a n i e s s h o u l d d o t h e i r b e s t t o s e l l t h e i r o w n p r o d u c t s ; t h e t o u r i s t s s h o u l d t ry t o ge t t h e b e s t d e a l .

• T h i s a c t i v i t y m a y b e d o n e w i t h m o r e g r o u p s . I f s o , i t b e c o m e s e v e n m o r e d e m a n d i n g .

Get real - get wired!



Equipment/ Materials N e t w o r k e d

c o m p u t e r s

Plus... A n a c t i v i t y ( see b e l o w )

U s e e - m a i l a s p a r t , o r a l l , o f a r o l e p l a y a c t i v i t y . Y o u c a n u s e i t t o e s t a b l i s h a r e l a t i o n s h i p b e f o r e c h a r a c t e r s m e e t , f o r e x a m p l e a n e x c h a n g e o f l e t t e r s b e f o r e a b u s i n e s s m e e t i n g ; a n d y o u c a n u s e i t a s t h e f o c u s o f t h e a c t i v i t y i t se l f , f o r e x a m p l e t h e r e s o l u t i o n o f a d i f f i c u l t p r o b l e m b y c o r r e s p o n d e n c e .

A roleplay that may be a little too realistic for some students



Equipment/ Materials N e t w o r k e d

c o m p u t e r s ; m u l t i p l e c o m p u t e r s ( o p t i o n a l )

• P u t t h e s t u d e n t s i n t o g r o u p s o f s i x . I f t h i s i s n o t p o s s i b l e , it 's e a s y to c r e a t e e x t r a r o l e s . D i v i d e e a c h g r o u p i n t o p a i r s a n d s e a t e a c h p a i r a t a c o m p u t e r . T h e t h r e e p a i r s m u s t b e a b l e t o c o m m u n i c a t e b y e - m a i l .

• I n e a c h g r o u p o f s i x , o n e p a i r i s t o p l a y a c o u p l e w h o h a v e s e n t t h e i r d i f f i c u l t c h i l d r e n a b r o a d , t h e s e c o n d p a i r i s t o p l a y t h e i r t e e n a g e r s , a n d t h e t h i r d p a i r a r e t h e d i r e c t o r o f the s c h o o l a n d t h e c h i l d r e n ' s c l a s s t e a c h e r .

• T h e r o l e p l a y b e g i n s a n d t h e p a i r s b u s i l y e m a i l e a c h o t h e r . T h e p i c t u r e i s c o n f u s i n g : t h e p a r e n t s h e a r o f n o t h i n g b u t h a r d w o r k f r o m t h e i r l o v e d o n e s - b u t t h e s c h o o l i s p a i n t i n g a d i f f e r e n t p i c t u r e . C a n the s i t u a t i o n b e r e s o l v e d ?

• A l l o w t h e s t u d e n t s t o t a k e t h e r o l e p l a y i n a n y d i r e c t i o n t h e y l i k e . T h e p a r e n t s m a y d e c i d e t o b o a r d a p l a n e a n d so r t t h i n g s o u t o n f o r e i g n s o i l - w i t h n o s c r e e n t o h i d e b e h i n d ; o r t h e c h i l d r e n m a y b e e x p e l l e d f r o m t h e s c h o o l .

• A l t e r n a t i v e l y , t h i s r o l e p l a y m a y b e d o n e u s i n g p o s t c a r d s a n d le t te rs , w i t h t h e t e a c h e r a c t i n g a s p o s t p e r s o n .

76

Storyboard C o m p u t e r s

Mistakes Text

Storyboard as a helping hand to accuracy




c o m p u t e r s ( o p t i o n a l ) ; p h o t o c o p i e s

Plus ... A t e x t (see b e l o w )

T y p e o u t a t e x t t h a t i s f u l l o f m i s t a k e s o n y o u r w o r d p r o c e s s o r . T h e r e m a y b e p r o b l e m s o f s p e l l i n g , v o c a b u l a r y o r g r a m m a r o n it. P r i n t th i s o u t f o r y o u r s t u d e n t s . T y p e t h e c o r r e c t e d v e r s i o n o f t h e t e x t i n t o S t o r y b o a r d .

G i v e t h e s t u d e n t s t h e p r i n t e d v e r s i o n a n d a s k t h e m t o r e c o n s t r u c t a c o r r e c t v e r s i o n , u s i n g S t o r y b o a r d

Reconstructing Directions

From map to text via Storyboard






T y p e i n t o S t o r y b o a r d t h e d i r e c t i o n s f r o m o n e p l a c e t o a n o t h e r . G i v e t h e s t u d e n t s a c o p y o f a m a p o r a p l a n w i t h t h e p l a c e s m a r k e d , a n d a s k t h e m t o r e c o n s t r u c t t h e t e x t .

Register Transformation

Challenge higher-level students with , shift in tone and register

Level U p p e r - i n t e r m e d i a t e

a n d A d v a n c e d


Materials S i n g l e / m u l t i p l e c o m p u t e r s ( o p t i o n a l ) ; p h o t o c o p i e s

Plus ... T w o t e x t s (see b e l o w )

• T y p e o n e h a l f o f a n e x i s t i n g reg is te r t r a n s f o r m a t i o n e x e r c i s e i n t o S t o r y b o a r d . P h o t o c o p y t h e o t h e r p a r t f o r y o u r s t u d e n t s . U s i n g t h e i n f o r m a t i o n f r o m t h e i r p h o t o c o p i e s , t h e y s h o u l d w o r k t o r e c o n s t r u c t the p a r a l l e l t e x t i n a d i f f e r e n t reg is ter .

• T h i s i s a v e r y d e m a n d i n g e x e r c i s e , a n d m a y b e d o n e a s r e v i s i o n af ter i n t e n s i v e w o r k o n t h e t e x t s .

77

Storyboard

Storyboard Dictations

Storyboard as spellcheck

Picture Stories

They say a picture tells a thousand words

Incomplete Dictation

Computer gap-fill





Plus ... A t e x t ( see b e l o w )

• D i c t a t e a t e x t w i t h a n u m b e r o f p r o b l e m s p e l l i n g s t o t h e s t u d e n t s . T h e y s h o u l d w r i t e i t d o w n o n p a p e r . T h e y t h e n t y p e t h e i r c o r r e c t e d t e x t i n t o S t o r y b o a r d t o c h e c k t h e s p e l l i n g .

• T h i s m a y b e d o n e o n a w o r d p r o c e s s o r w i t h a s p e l l c h e c k e r , b u t t h i s w i l l n e e d a g r e a t d e a l m o r e t e a c h e r s u p e r v i s i o n .





Plus... A p i c t u r e s t o r y a n d a t e x t ( see b e l o w )

• S e l e c t a p i c t u r e s t o r y w i t h a m a x i m u m o f e i g h t t o t e n p i c t u r e s . U s e f u l s o u r c e s a r e t e e n a g e m a g a z i n e s o r n e w s p a p e r s t r i p s . M a k e o n e c o p y f o r e a c h c o m p u t e r t h a t y o u h a v e . C r e a t e a s t o r y t h a t f o l l o w s t h e s e q u e n c e o f p i c t u r e s a n d t y p e t h e t e x t i n t o S t o r y b o a r d .

• G i v e e a c h g r o u p o f s t u d e n t s o n e o f t h e p h o t o c o p i e s , a n d a s k t h e m t o r e c o n s t r u c t t h e s t o r y , u s i n g S t o r y b o a r d .



Materials S i n g l e / m u l t i p l e c o m p u t e r s ( o p t i o n ;

Plus ... A t e x t (see b e l o w )

• D i c t a t e a s t o r y to t h e s t u d e n t s b i m i s s o u t a l l t h e v e r b s . T h e s t u d e s h o u l d t y p e t h e t e x t i n t o S t o r y b c a s y o u d i c t a t e . T h e y t h e n h a v e t c o m p l e t e t h e s t o r y b y c h o o s i n g c o r r e c t v e r b s .

• T h i s t e c h n i q u e tes ts t h e s t u d e n t s k n o w l e d g e o f v o c a b u l a r y , c o l l o c a t i o n a n d g r a m m a r .

7 8

14

The Radio It is poss ib le to p i ck up stations w h i c h broadcast in English in a lmost every part of the w o r l d . The most f amous are p r o b a b l y the B B C W o r l d Serv ice and the V o i c e of A m e r i c a . These stat ions t ransmit a variety of p rog rammes , such as news , sport, soap operas, p o p mus i c , you th p rog r ammes a n d specific p rogrammes for learners of Eng l i sh .

These stations c an be used in the c l a s s r o o m as a current, authent ic source of l i s ten ing mater ia l , or by ind iv idua l learners as part of their o w n lea rn ing programme.

Activities in this sec t ion use l i ve rad io as a source for roughly-tuned input or a w a y of gett ing immediate in fo rmat ion on top ics the students are interested in . Rad io c an a lso be used as a basis for discussion and role-play, ra is ing students ' awareness of the p h o n o l o g i c a l features of Engl ish and he lp ing them to pred ic t w h a t a speaker is about to say, us ing l inguis t i c c l ues .

T h e R a d i o

Station Cruising 1

A familiarization activity for complete beginners

Level B e g i n n e r



Plus... A r a d i o

• T a k e a r a d i o i n t o c l a s s a n d s e a r c h t h e a i r w a v e s f o r f o r e i g n l a n g u a g e c h a n n e l s . W h e n y o u c o m e a c r o s s e i t h e r s o n g s o r s p e e c h i n a n y l a n g u a g e o t h e r t h a n t h a t o f t h e s t u d e n t s ' o w n m o t h e r t o n g u e ( s ) , p a u s e . A s k t h e s t u d e n t s ' W h i c h l a n g u a g e i s b e i n g s p o k e n ? '

• I f t h e l a n g u a g e i s E n g l i s h , a s k i f t h e y c a n t e l l w h e t h e r it 's A m e r i c a n E n g l i s h , B r i t i s h E n g l i s h o r a n y o t h e r f o r m o f E n g l i s h . A l l o w t h e m t o l i s t e n t o a n y E n g l i s h c h a n n e l s f o r a s h o r t t i m e . T h e n , b e f o r e c o n t i n u i n g y o u r s e a r c h , a s k i f t h e y h e a r d a n y t h i n g f a m i l i a r . T h e s e m i g h t b e t h e n a m e s o f p l a c e s , p e o p l e o r s i m p l y w o r d s s i m i l a r t o w o r d s i n t h e i r o w n l a n g u a g e .

• R e p e a t t h i s a c t i v i t y o c c a s i o n a l l y a s t h e c o u r s e p r o g r e s s e s .

Station Cruising 2

A more challenging familiarization activity



Materials N o n e

Plus ... A r a d i o

• T a k e a r a d i o i n t o c l a s s a n d t r a w l t h e a i r w a v e s f o r E n g l i s h l a n g u a g e p r o g r a m m e s . W h e n y o u f i n d o n e , s t a y t u n e d f o r a m i n u t e o r t w o . T h e n s w i t c h o f f t h e r a d i o . A s k t h e s t u d e n t s w h a t k i n d o f r a d i o p r o g r a m m e t h e y t h i n k t h e y w e r e l i s t e n i n g t o .

• W h e n a c l e a r p i c t u r e h a s e m e r g e d , i f n e c e s s a r y w i t h y o u r h e l p , s w i t c h t h e r a d i o b a c k o n ( h o p i n g t h a t t h e p r o g r a m m e h a s n ' t c h a n g e d ! ) a n d l i s t e n f o r a f u r t h e r t w o o r t h r e e m i n u t e s , t a k i n g n o t e s .

• S w i t c h o f f t h e r a d i o . P u t t h e s t u d e n t s i n t o p a i r s , a n d a s k t h e m t o c o m p a r e n o t e s o n t h e e x c e r p t t h a t t h e y h a v e b e e n l i s t e n i n g t o .

How many Stories?

A gentle introduction to the news English

Level E l e m e n t a r y a n d

P r e - i n t e r m e d i a t e


Materials S i n g l e c a s s e t t e p l a '

Plus ... A r a d i o n e w s b r o a d c a s t ( see b e k

• C h o o s e a f a i r l y b r i s k l y - p a c e d ne b r o a d c a s t , w h i c h w i l l i n e v i t a b l y t o o d i f f i c u l t f o r y o u r s t u d e n t s .

• P u t t h e s t u d e n t s i n t o p a i r s , a n d ; t h e m t o b r a i n s t o r m a n y t h i n g t h a i s l i k e l y t o b e i n t h a t d a y ' s i n t e r n a t i o n a l n e w s .

• T e l l t h e m t h a t y o u a r e g o i n g t o f t h e m a n e w s s u m m a r y i n E n g l i s l T h e i r t a s k i s v e r y s i m p l e : t h e y h ; t o t e l l y o u , a t t h e e n d o f t h e b r o a d c a s t , h o w m a n y s t o r i e s the w e r e t o d a y i n t h e n e w s . P l a y th< n e w s a n d d i s c u s s i t a s a c l a s s .

• P l a y t h e n e w s a g a i n , t h i s t i m e a s k i n g t h e s t u d e n t s t o n o t e d o w i t h e s u b j e c t o f e a c h n e w s s t o r y .

8 0

Who, What, Where, Why, When?

A standard-format question sheet that can be used both in class, and in a self-access centre



Materials S i n g l e c a s s e t t e p l a y e r ; p h o t o c o p i e s

Plus ... A r a d i o n e w s b r o a d c a s t a n d a q u e s t i o n f o r m (see b e l o w )

• C h o o s e a f a i r l y b r i s k l y - p a c e d n e w s b r o a d c a s t . P r o d u c e a f o r m w i t h c o l u m n s h e a d e d who, what, where, w h y a n d when, a n d n u m b e r s d o w n t h e l e f t - h a n d s i d e f o r e a c h i t e m i n t h e n e w s b r o a d c a s t .

• Pu t t h e s t u d e n t s i n t o p a i r s , a n d a s k t h e m t o b r a i n s t o r m a n y t h i n g t h a t i s l i k e l y t o b e i n t h a t d a y ' s i n t e r n a t i o n a l n e w s . T h e y s h o u l d l i s t en t o t h e n e w s , c r o s s o f f a n y i t ems tha t w e r e n o t m e n t i o n e d a n d a d d t h e rest t o t h e i r l i s t .

• H a n d o u t t h e q u e s t i o n f o r m s . T h e s t uden t s l i s t e n t o t h e n e w s a g a i n a n d t ry t o c o m p l e t e a l l t h e i n f o r m a t i o n r e q u i r e d . W i t h l o w e r -leve l s t u d e n t s y o u m a y w i s h t h e m t o w o r k t o g e t h e r i n p a i r s a g a i n t o c o m p l e t e t h e f o r m s .

T h e R a d i o

Pauses Trailer Chat

'the two leaders met for We all make decisions like this every day




Plus ... A r a d i o b r o a d c a s t ( see b e l o w )

• R e c o r d a b r o a d c a s t t h a t h a s m a n y se t p h r a s e s , c o l l o c a t i o n s , i d i o m s -e v e n c l i c h e s ! N e w s p r o g r a m m e s , a n d i n t e r v i e w s w i t h p o l i t i c i a n s , u s u a l l y w o r k w e l l .

• P l a y i t t o y o u r c l a s s , p a u s i n g w h e n e v e r y o u t h i n k t h a t y o u r s t u d e n t s s h o u l d b e a b l e t o c o m p l e t e t h e p h r a s e , f o r e x a m p l e : ' t h e t w o l e a d e r s m e t f o r . . . ' . D i s c u s s p o s s i b l e p h r a s e e n d i n g s a n d t h e n c o n t i n u e t h e t a p e .

• Y o u c a n u s e t h i s t o p r a c t i s e n o t o n l y v o c a b u l a r y , b u t a l s o g r a m m a r , f o r e x a m p l e v e r b f o r m s .



Equipment/ Materials M u l t i p l e c a s s e t t e

p l a y e r s

Plus... T h r e e r a d i o e x c e r p t s ( see b e l o w )

• R e c o r d t h r e e t r a i l e r s f o r f o r t h c o m i n g r a d i o p r o g r a m m e s o n t o t h r e e s e p a r a t e t a p e s . T h e s e o f t e n c o n s i s t o f a b r i e f s u m m a r y , i n f o r m a t i o n o n t h e t i m e t h a t t h e y a r e g o i n g t o b e b r o a d c a s t , a n d a n e x c e r p t f r o m t h e p r o g r a m m e i t se l f .

• D i v i d e t h e c l a s s i n t o t h r e e g r o u p s . G i v e e a c h g r o u p a c a s s e t t e - r e c o r d e r a n d a d i f f e r e n t t r a i l e r . P l a c e t h e g r o u p s a t a d i s t a n c e f r o m o n e a n o t h e r . T e l l e a c h g r o u p t o l i s t e n t o t h e t r a i l e r f o r t h e i r p r o g r a m m e , a n d b e p r e p a r e d t o d e s c r i b e i t t o t h e s t u d e n t s i n t h e o t h e r g r o u p s . E a c h g r o u p m a y l i s t e n t o t h e i r o w n r e c o r d i n g a s m a n y t i m e s a s t h e y l i k e .

• P u t t h e s t u d e n t s i n t o g r o u p s o f t h r e e , w i t h a t l e a s t o n e s t u d e n t f r o m e a c h g r o u p . A s k t h e m t o d e s c r i b e t h e i r p r o g r a m m e t o t h e o t h e r m e m b e r s o f t h e g r o u p . W h e n t h e y h a v e d o n e t h i s , t h e y d e c i d e t o g e t h e r w h i c h p r o g r a m m e t h e y w o u l d l i k e t o l i s t e n t o .

81

T h e R a d i o

Rapid Information Listening

'and the highest of this week's climbers is... '




Plus ... A r a d i o b r o a d c a s t (see b e l o w )

• C e r t a i n r e g u l a r n e w s b r o a d c a s t s m a k e g o o d m a t e r i a l f o r l i s t e n i n g - f o r -s p e c i f i c i n f o r m a t i o n e x e r c i s e s . E x a m p l e s o f t h i s t y p e o f b r o a d c a s t a r e : t h e t o p 4 0 h i t l i s t , s p o r t s u p d a t e s , o r s t o c k a n d s h a r e p r i c e s . C h o o s e o n e t h a t s u i t s t h e i n t e r e s t s o f y o u r c l a s s .

• R e c o r d i t r e g u l a r l y a n d f o l l o w t h e u p s a n d d o w n s o f t h e r e a l w o r l d .

Good Interviewer?

Did the interviewer find out what your students want to know?




Plus ... A r a d i o b r o a d c a s t ( see b e l o w )

• R e c o r d a r a d i o i n t e r v i e w w i t h a f a m o u s p e r s o n , f o r e x a m p l e A r n o l d S c h w a r z n e g g e r .

• T e l l y o u r s t u d e n t s t h a t t h e y a r e a b o u t t o l i s t e n t o a n i n t e r v i e w w i t h A r n o l d S c h w a r z n e g g e r . P u t t h e m i n t o p a i r s o r s m a l l g r o u p s a n d a s k t h e m t o w r i t e a n y q u e s t i o n s t h a t t h e y w o u l d l i k e t o h e a r a n s w e r e d .

• P l a y t h e i n t e r v i e w . T h e s t u d e n t s s h o u l d t i c k a n y q u e s t i o n s w h i c h h a v e b e e n a n s w e r e d .

• F i n a l l y , t h e s t u d e n t s t e l l t h e c l a s s w h i c h o f t h e i r q u e s t i o n s r e m a i n e d u n a n s w e r e d .

Requests and Competitions

Can your students win that holiday in the Bahamas?




Plus... A r a d i o b r o a d c a s t ( see b e l o w )

• T h e r e a r e a l o t o f c o m p e t i t i o n s in t h e y o u t h p r o g r a m m e s o n t h e r a d i o a n d t h e r e a r e a l s o m u s i c p r o g r a m m e s w h i c h i n v i t e r e q u e s t s . R e c o r d o n e o f t h e s e .

• P l a y i t t o y o u r c l a s s , a n d e n c o u r a g e t h e s t u d e n t s , i n p a i r s o r g r o u p s , t o e n t e r f o r t h e c o m p e t i t i o n tha t t h e y h a v e j u s t h e a r d a b o u t ; o r t o r e q u e s t a r e c o r d , s a y i n g w h y t h e y w a n t t o h e a r it.

82

14

TV and Video M a n y Engl ish language teachers n o w have access to TV and v i d e o recorders . M a n y s choo l s keep recordings of p r o g r a m m e s * taken d i rec t l y off-air, as we l l as c o m m e r c i a l v i deos des igned for language learners. In this sec t ion we are ch i e f l y conce rned w i t h us ing off-air record ings , i n c l u d i n g news p rog rammes , documen ta r i e s , d ramas , p o p programmes and chat shows . Students a n d teachers a l i ke have m i x e d fee l ings about the ro le of v ideo in l anguage- learn ing . S o m e students might see a v i d e o lesson as a 'soft o p t i o n ' whe reas others may see it as a b e w i l d e r i n g or e ven threatening l is tening exerc i se . S o m e teachers feel a degree of profess iona l gui l t abou t us ing the v ideo in c lass and tend to o v e r b u r d e n students with lengthy 'as y o u l i s ten ' c o m p r e h e n s i o n questions and check l i s t s .

Th is sec t ion is d i v i d e d into t w o parts: Techniques and Resources and Activities. In the first part we l ook at a var iety of bas ic t e chn iques that can be used w i t h a lmos t any v i d e o . We a lso offer a n u m b e r of ideas for us ing less c o n v e n t i o n a l resources, such as subt i t led f i lms . The second part c o m p r i s e s g roup act iv i t ies w h i c h c a n be used wi th a var ie ty of students a n d types of off-air record ing . They i n vo l v e in tens ive a n d extens ive l is tening act iv i t ies and use the t e chn iques l isted in the first part.

W h e n u s i n g m a t e r i a l o f th i s k i n d , a l w a y s c h e c k the c o p y r i g h t r e g u l a t i o n s . T h e s e m a y v a r y f r o m c o u n t r y t o c o u n t r y .

On the other h a n d , most students en joy us ing what is p robab l y the p r imary means of commun i ca t i on in the m o d e r n w o r l d - t e l e v i s i on . This gives the teacher a c l a s s r o o m too l that c o m e s from the real w o r l d , and towards w h i c h most students feel a great dea l of g o o d w i l l . The v i sua l aspect of v ideo c an be used to supdbr t learners by providing a context , as w e l l as a gu ide to meaning. If this re la t ionsh ip is e x p l o i t e d pos i t i ve ly , students can be suppor ted in their exposu re to a valuable authent ic source , and g i ven a great dea l of conf idence as Engl ish l anguage users.

83

ÏI2LZLÏ!™T31 Techniques and Resou

Channel-hopping



Materials S i n g l e V H S p l a y e r a n d T V

• U s e t h e r e m o t e - c o n t r o l t o d r o p i n o n d i f f e r e n t E n g l i s h l a n g u a g e T V c h a n n e l s .

• U s e t h i s f o r l a n g u a g e f a m i l i a r i z a t i o n a n d r o u g h l y - t u n e d i n p u t . T h e s t u d e n t s v i e w i n g t h e d e c o n t e x t u a l i z e d e x c e r p t s c a n u s e a n y c l u e s i n o r d e r t o f o r m a p i c t u r e o f t h e t y p e o f T V p r o g r a m m e b e i n g s h o w n .

Picture Down, Sound Up




• S h o w t h e v i d e o t o t h e s t u d e n t s w i t h t h e s c r e e n c o v e r e d , o r t h e p i c t u r e b l a c k e d o u t , b u t w i t h t h e s o u n d a t n o r m a l v o l u m e .

• U s e t h i s t o a s k t h e s t u d e n t s t o a n t i c i p a t e w h a t t h e y t h i n k i s o n t h e s c r e e n , f o r e x a m p l e d e s c r i p t i o n o f p e o p l e o r o f s e t t i n g s . T h i s w o r k s w e l l w i t h s o u n d t r a c k s t h a t h a v e d i a l o g u e o r d i s t i n c t i v e m u s i c .

Play/Fast Forward View




a n d T V

• S h o w t h e v i d e o a t h i g h s p e e d , w i t h n o s o u n d .

• U s e t h i s t o r e m i n d t h e s t u d e n t s o f w h a t t h e y h a v e j u s t s e e n , o r a l l o w s o m e s t u d e n t s t o p r e v i e w t h e r e m a i n d e r o f a s t o r y i n o r d e r t o c r e a t e a n i n f o r m a t i o n g a p .

Using the Pause Button




• U s e t h e p a u s e b u t t o n t o f r e e z e -f r a m e t h e p i c t u r e .

• U s e t h i s t o c r e a t e a n o p p o r t u n i t y f o r d i s c u s s i o n o f w h a t h a s j u s t h a p p e n e d , w h a t i s g o i n g t o h a p p e n a n d a d e t a i l e d d e s c r i p t i o n o f w h a t i s o n t h e s c r e e n a t t h e m o m e n t .

Sound Down, Picture Up


Activity type P a i r w o r k ( o p t i o n a l ) Equipment/

Materials S i n g l e V H S p l a y e r a n d T V ; m u l t i p l e V H S p l a y e r s a n d T V s ( o p t i o n a l )

• S h o w t h e v i d e o t o t h e s t u d e n t s w i t h t h e v o l u m e set a t z e r o .

• U s e t h i s t o e l i c i t l a n g u a g e f r o m t h e s t u d e n t s t h a t i s r e l a t e d t o t h e c o n t e x t a n d t h a t m a y b e u s e d i n t h e d i a l o g u e .

• T h e s t u d e n t s c a n a l s o p r o v i d e v o i c e o v e r s f o r a s c e n e , e i t h e r b e f o r e o r a f t e r w a t c h i n g it.

• T h e y m a y c r e a t e a n E n g l i s h s o u n d t r a c k f o r a n o n - E n g l i s h v i d e o , f o r e x a m p l e ' d u b b i n g ' E n g l i s h i n s t r u c t i o n s o n t o a c o o k e r y p r o g r a m m e .

• T h e s t u d e n t s m a y p r o v i d e a c o m m e n t a r y t o w h a t i s h a p p e n i n g o n t h e s c r e e n .

jigsaw Sound and Picture


Activity type P a i r w o r k / g r o u p w o r k Equipment/


• A l l o w o n e g r o u p o f s t u d e n t s t o h e a r t h e s o u n d t r a c k b u t n o t t o s e e t h e p i c t u r e , w h i l e t h e o t h e r g r o u p sees t h e p i c t u r e b u t d o e s n ' t h e a r t h e s o u n d t r a c k .

• U s e t h i s a s a n i n f o r m a t i o n g a p a c t i v i t y .

84

Techniques and Resources T V a n d V i d e o

Front-to-back Students Spotting Signs Subtitles in the Mother Tongue




• S e a t t h e s t u d e n t s i n p a i r s s o t h a t o n e s t u d e n t c a n s e e t h e s c r e e n a n d t h e o t h e r c a n n o t . T u r n t h e s o u n d d o w n i f t h e r e i s d i a l o g u e .

• T h i s c r e a t e s a g e n u i n e r e a l - t i m e i n f o r m a t i o n g a p a c t i v i t y .




• G e t s t u d e n t s t o r e a d a n y o n - s c r e e n E n g l i s h , f o r e x a m p l e s t r ee t s i g n s , s h o p n a m e s , a d v e r t i s e d h o a r d i n g s , n o t i c e s .




• I f y o u h a v e E n g l i s h l a n g u a g e v i d e o s w i t h s u b t i t l e s i n t h e s t u d e n t s ' m o t h e r t o n g u e , u s e t h e s e t o b u i l d s t u d e n t c o n f i d e n c e . P l a y t h e v i d e o w i t h t h e s o u n d d o w n , t h e n p l a y t h e v i d e o a g a i n w i t h t h e s o u n d u p , b u t c o v e r i n g t h e s u b t i t l e s .

Group Out, Group In The Film of the Novel Subtitles in English


Activity type P a i r w o r k / g r o u p w o r k Equipment/


• Pu t t h e c l a s s i n t o t w o g r o u p s a n d c r e a t e a n i n f o r m a t i o n g a p .

• T h i s c a n b e d o n e i n d i f f e r e n t w a y s . Y o u c a n s h o w o n e g r o u p o f s t u d e n t s a s e c t i o n o f v i d e o t h a t t h e o t h e r g r o u p h a s n o t s e e n . Y o u c a n s h o w o n e g r o u p t h e p i c t u r e a n d p l a y t h e o t h e r g r o u p t h e s o u n d t r a c k , a s m e n t i o n e d i n a n e a r l i e r a c t i v i t y .

O r y o u c a n s h o w e a c h g r o u p a d i f f e r en t v i d e o o r a d i f f e r e n t p a r t o f the s a m e v i d e o .




T h i s a c t i v i t y w o r k s i f y o u a r e a b l e t o c o m p a r e a v i d e o w i t h t h e b o o k t h a t i t i s b a s e d o n ; t h i s m a y b e y o u r c l a s s r e a d e r o r a n a u t h e n t i c t e x t . M a n y r e a d e r s a r e a d a p t a t i o n s o f n o v e l s t h a t h a v e b e e n m a d e f a m o u s b y r e c e n t H o l l y w o o d r e l e a s e s .




I f y o u h a v e f o r e i g n l a n g u a g e v i d e o s w i t h E n g l i s h s u b t i t l e s , u s e t h e s e a s r e a d i n g p r a c t i c e f o r y o u r s t u d e n t s . Y o u m a y w i s h t o d e v e l o p t h i s i d e a i f t h e v i d e o i s i n y o u r s t u d e n t s ' m o t h e r - t o n g u e .

85

Back-to-back Adverts Vocabulary Concepts But What Are They Thinking?

Many advertisements are oblique, creating a puzzle for your students




a n d T V

Plus... A r e c o r d i n g o f T V a d v e r t i s e m e n t s (see b e l o w )

• R e c o r d a s e r i e s o f TV a d v e r t i s e m e n t s . I d e a l l y t h e s e s h o u l d b e o n e s w h e r e t h e p r o d u c t a d v e r t i s e d b e c o m e s o b v i o u s o n l y t o w a r d s t h e e n d o f t h e a d v e r t i s e m e n t .

• P u t t h e c l a s s i n t o p a i r s a n d s e a t t h e m s o t h a t o n e s t u d e n t c a n s e e t h e s c r e e n a n d t h e o t h e r c a n n o t . Te l l t h e m t h a t t h e s t u d e n t s f a c i n g t h e s c r e e n a r e g o i n g t o s e e a T V c o m m e r c i a l a n d t h a t t h e y s h o u l d d e s c r i b e e x a c t l y w h a t t h e y s e e t o t h e i r p a r t n e r s .

• P l a y t h e f i r s t a d v e r t i s e m e n t w i t h t h e s o u n d d o w n , p a u s i n g w h e r e n e c e s s a r y t o g i v e t h e s t u d e n t s a c h a n c e t o d e s c r i b e w h a t i s h a p p e n i n g . S t o p t h e v i d e o b e f o r e t h e p r o d u c t b e i n g a d v e r t i s e d b e c o m e s c l e a r . A s k a n y o f t h e s t u d e n t s w h o h a v e n o t s e e n t h e s c r e e n w h a t t h e y t h i n k t h e c o m m e r c i a l i s fo r , a n d a s k t h e m t o g i v e r e a s o n s .

• P l a y t h e v i d e o s o t h a t a l l t h e s t u d e n t s c a n s e e i t , t h i s t i m e w i t h t h e s o u n d u p . D i s c u s s t h e l a n g u a g e a n d i m a g e s u s e d b e f o r e m o v i n g o n t o a n o t h e r c o m m e r c i a l .

An activity to make your students really listen




a n d T V ; p h o t o c o p i e s

Plus... A r e c o r d i n g o f a d r a m a or a d o c u m e n t a r y a n d a v o c a b u l a r y s h e e t ( see b e l o w )

• P r o d u c e a v o c a b u l a r y s h e e t w i t h a b o u t f i f t e e n w o r d s t h a t a r e u s e d i n t h e v i d e o . W r i t e t h e w o r d s d o w n t h e c e n t r e o f t h e p a g e w i t h s p a c e b e t w e e n t h e m . P h o t o c o p y o n e f o r e a c h p a i r o f s t u d e n t s i n t h e c l a s s .

• P u t t h e s t u d e n t s i n t o p a i r s a n d g i v e e a c h p a i r a v o c a b u l a r y s h e e t . G o t h r o u g h t h e w o r d s w i t h t h e c l a s s , d i s c u s s i n g m e a n i n g s a n d p o s s i b l e c o n t e x t s f o r t h e m .

• P l a y t h e v i d e o . T e l l t h e s t u d e n t s t h a t t h e y c a n l o o k a t t h e i r s h e e t s , b u t t h a t t h e r e i s n o n e e d t o w r i t e a n y t h i n g a t t h i s s t a g e .

• A f t e r y o u h a v e p l a y e d t h e v i d e o , t e l l t h e s t u d e n t s t o t r y t o r e c a l l t h e c o n t e x t s i n w h i c h t h e w o r d s w e r e u s e d . T h e y s h o u l d w o r k i n p a i r s . T e l l t h e m t o w r i t e w h a t t h e y c a n r e m e m b e r n e x t t o t h e w o r d o n t h e s h e e t . T h i s m a y b e a s p o k e n c o n t e x t , o r s i m p l y w h a t w a s

, h a p p e n i n g o n - s c r e e n a t t h e t i m e .

• F i n a l l y , t h e s t u d e n t s p o o l t h e i r i n f o r m a t i o n . Y o u c a n p r o d u c e a w r i t t e n r e c o r d o f t h e c o n t e x t u a l i z e d w o r d s o n t h e b o a r d .

So much in life remains unsaid - or does it?


Activity type G r o u p w o r k ( o p t i o n a l )



Plus... A r e c o r d i n g of a f i l m o r d r a m a ( see b e l o w )

• C h o o s e a p s y c h o l o g i c a l l y i n t e r e s t i n g s c e n e f r o m a f i l m o r d r a m a w h i c h t h e s t u d e n t s h a v e a l r e a d y s e e n i n c l a s s a n d w h i c h i n v o l v e s t w o o r m o r e c h a r a c t e r s . S h o w t h i s s c e n e t o t h e s t u d e n t s , a n d d e a l w i t h a n y p r o b l e m s o f c o m p r e h e n s i o n o r v o c a b u l a r y .

• P u t t h e s t u d e n t s i n t o g r o u p s w i t h a s m a n y s t u d e n t s a s t h e r e a r e c h a r a c t e r s i n t h e s c e n e . S o m e s t u d e n t s m a y h a v e t o d o u b l e u p . A s k e a c h s t u d e n t t o t a k e o n t h e r o l e o f o n e c h a r a c t e r i n t h e s c e n e . Te l l t h e m t h a t t h e y a r e g o i n g t o e x p r e s s w h a t e a c h c h a r a c t e r i s t h i n k i n g .

• P l a y t h e s c e n e a g a i n , p a u s i n g r e g u l a r l y w h e n o n e o f t h e c h a r a c t e r s h a s j u s t f i n i s h e d s p e a k i n g . W h i l e t h e v i d e o i s p a u s e d , t h e s t u d e n t s ' s p e a k t h e m i n d s ' o f t h e i r c h a r a c t e r s , e x p r e s s i n g t h e i r f e e l i n g s , t h o u g h t s a n d f r u s t r a t i o n s .

86

Activities T V a n d V i d e o

Building up to the News

A confidence-building introduction to an often daunting listening task

They Do What?





Plus ... A r e c o r d i n g o f t h e n e w s

• T a k e a r e c o r d i n g o f a TV n e w s b r o a d c a s t a n d c h o o s e t w o i t e m s w h i c h f e a t u r e p l e n t y o f i n f o r m a t i o n , f o r e x a m p l e d i a g r a m s , p h o t o g r a p h s a n d f o o t a g e . M a k e a l i s t o f w o r d s tha t a r e e s s e n t i a l t o a n u n d e r s t a n d i n g o f t h e b r o a d c a s t . P h o t o c o p y o n e f o r e a c h s t u d e n t .

• S h o w t h e t w o n e w s i t e m s t o t h e s t u d e n t s w i t h t h e s o u n d t u r n e d d o w n . A f t e r e a c h i t e m , a s k t h e s t u d e n t s t o d i s c u s s , i n g r o u p s , w h a t t h e y t h i n k t h e r e p o r t s a r e a b o u t . P o o l t h e i r c o n c l u s i o n s .

• H a n d o u t t h e v o c a b u l a r y l i s ts a n d d e a l w i t h a n y p r o b l e m s o f c o m p r e h e n s i o n .

• A s k t h e s t u d e n t s t o w o r k a g a i n , i n t h e i r g r o u p s , a n d t o u s e t h e k e y w o r d s t h a t t h e y m a y h a v e b e e n g i v e n i n o r d e r t o t r y a n d r e c o n s t r u c t t h e s to ry . A t h i g h e r l e v e l s , t h i s m a y b e a s p e a k i n g a c t i v i t y . A t l o w e r l e v e l s , a p p o i n t o n e o f t h e s t u d e n t s i n e a c h g r o u p a s ' s c r i b e ' , a n d a s k t h e m t o p r o d u c e t h e i r o w n n e w s r e p o r t .

• F i n a l l y , s h o w t h e s t u d e n t s t h e t w o i t e m s w i t h t h e s o u n d t u r n e d u p , a n d c o m p a r e w i t h t h e s t u d e n t s ' o w n i d e a s .

7 t ' s life, Jim ... but not as we know it.'


Activity type C r o u p w o r k


a n d T V

Plus... A r e c o r d i n g ( see b e l o w )

Putting Words Into Mouths

Conversation has stopped - can your students continue it?

• C h o o s e a v i d e o c l i p t h a t i s q u i n t e s s e n t i a l ^ E n g l i s h o r A m e r i c a n . A g o o d e x a m p l e o f t h i s m i g h t c o m e f r o m a n E n g l i s h s o a p o p e r a l i k e Eastenders. I n o r d e r t o c o m p l e t e t h i s a c t i v i t y , y o u r s t u d e n t s d o n o t n e e d t o u n d e r s t a n d a l l , o r i n d e e d a n y , o f t h e d i a l o g u e .

• V i e w t h e e x c e r p t a s a c l a s s a n d d e a l w i t h a n y p r o b l e m s o f c o m p r e h e n s i o n , i f y o u w i s h t o .

• I f y o u h a v e a m o n o l i n g u a l c l a s s , p u t y o u r s t u d e n t s i n t o s m a l l g r o u p s a n d a s k t h e m t o w r i t e s e n t e n c e s d e s c r i b i n g a n y d i f f e r e n c e s b e t w e e n w h a t t h e y s a w o r h e a r d , a n d l i f e i n t h e i r o w n c o u n t r y .

• I f y o u h a v e a m u l t i l i n g u a l c l a s s , p u t y o u r s t u d e n t s i n t o s m a l l m u l t i l i n g u a l g r o u p s a n d a s k t h e m t o d i s c u s s t h e d i f f e r e n c e s b e t w e e n w h a t t h e y s a w o r h e a r d a n d l i f e i n t h e i r o w n c o u n t r i e s .




a n d T V

Plus... A r e c o r d i n g o f t w o p e o p l e s p e a k i n g ( see b e l o w )

• C h o o s e a v i d e o c l i p t h a t f e a t u r e s t w o p e o p l e h a v i n g a c o n v e r s a t i o n . A t l o w e r l e v e l s , t h i s m a y b e t w o p e o p l e m e e t i n g f o r t h e f i r s t t i m e o r a s h o p k e e p e r a n d a c u s t o m e r . A t h i g h e r l e v e l s t h e c l i p m a y b e o f a m o r e c o m p l e x r e l a t i o n s h i p , o r a m o r e d r a m a t i c s i t u a t i o n .

• D e c i d e h o w m u c h o f t h e c l i p y o u w i s h t o s h o w i n o r d e r t o se t t h e s c e n e . W i t h l o w e r l e v e l s t h e c l u e s m a y b e e n t i r e l y v i s u a l a n d y o u m i g h t b e g i n w i t h a s i n g l e f r o z e n f r a m e . S ta r t t h e v i d e o .

• P a u s e t h e v i d e o a n d a s k t h e s t u d e n t s t o g u e s s w h a t t h e a c t o r s a r e g o i n g t o s ay . D i s c u s s t h e i r i d e a s , p l a y t h e n e x t f e w s e c o n d s o f t h e c l i p a n d c o m p a r e .

• P u t t h e s t u d e n t s i n t o p a i r s . P l a y a f e w m o r e s e c o n d s o f t h e v i d e o . P a u s e i t a n d t h e s t u d e n t s c o n t i n u e t h e d i a l o g u e a s t h e y t h i n k i t w i l l p r o g r e s s .

• P l a y t h e m a l i t t l e m o r e o f t h e c l i p a n d a s k t h e m a g a i n t o c o n t i n u e t h e d i a l o g u e f r o m t h i s n e w s t a r t i n g p o i n t .

• C o n t i n u e t h i s a s y o u w i s h . T o c o m p l e t e t h e a c t i v i t y , s h o w t h e s t u d e n t s t h e c o m p l e t e c o n v e r s a t i o n .

8 7

Video Diary Student News Ad People

They may be hard to watch, but they're even harder to make!




a n d T V

Plus ... A c a m c o r d e r

• G e t t h e c l a s s t o m a k e a v i d e o d i a r y . I f y o u h a v e a l a r g e c l a s s , s p l i t i t i n t o g r o u p s , a n d a s k e a c h g r o u p t o a g r e e t o c o v e r a d i f f e r e n t a s p e c t o f s c h o o l l i f e , f o r e x a m p l e l e s s o n s , l u n c h b r e a k , s p o r t s .

• T h e g r o u p s p l a n b o t h w h a t t h e y a r e g o i n g t o f i l m a n d w h a t t h e y a r e g o i n g t o say . T h e y t a k e i t i n t u r n s t o u s e t h e c a m c o r d e r , a n d t h e n e d i t t h e v i d e o t o g e t h e r , i f t h i s i s p o s s i b l e .

• T h e v i d e o c a n b e s h o w n t o o t h e r c l a s s e s o r s e n t t o a n ' e x c h a n g e s c h o o l ' i n E n g l a n d o r A m e r i c a , w h o m a y i n t u r n p r o d u c e t h e i r o w n v i d e o d i a r y f o r your s t u d e n t s .

'... and now over to our overseas correspondent...'




a n d T V

Plus... A c a m c o r d e r a n d a r e c o r d i n g o f a n e w s b r o a d c a s t ( see b e l o w )

• W a t c h t h e n e w s b r o a d c a s t a n d d i s c u s s t h e l a n g u a g e , f o c u s i n g o n j o u r n a l i s t i c p h r a s e s s u c h a s '... a n d n o w o v e r t o o u r o v e r s e a s c o r r e s p o n d e n t ... ' .

• T e l l t h e s t u d e n t s t h a t t h e y a r e g o i n g t o m a k e a n e w s b r o a d c a s t , u s i n g t h e m s e l v e s a s s u b j e c t s : s c h o o l s p o r t s r e s u l t s , f r i e n d s h i p s b r e a k i n g u p , t h e e v e r y d a y s tu f f o f s c h o o l l i f e .

• P u t t h e c l a s s i n t o g r o u p s . A s k o n e g r o u p t o b e t h e n e w s r o o m t e a m ( i .e . n e w s r e a d e r , d i r e c t o r a n d c a m e r a p e r s o n ) a n d a s k e a c h o f t h e o t h e r g r o u p s t o f i n d a s t o r y w h i c h w i l l m a k e a g o o d n e w s i t e m . G i v e t h e g r o u p s e n o u g h t i m e t o s c r i p t t h e i r s t o r y a s w e l l a s d o a n y r e s e a r c h . M e a n w h i l e , t h e n e w s r o o m t e a m s h o u l d c i r c u l a t e t o f i n d o u t w h i c h s t o r i e s a r e b r e w i n g .

• W h e n t h e c l a s s i s r e a d y , a l l t h e n e w s i t e m s a r e f i l m e d w i t h a p p r o p r i a t e l i n k s .

T u r n an evening pastime into a career




a n d T V

Plus... A c a m c o r d e r a n d e m p t y b o x e s ( see b e l o w )

• F i n d s o m e f a i r l y a n o n y m o u s c a r d b o a r d b o x e s s u c h a s c e r e a l p a c k e t s o r s h o e b o x e s . C o v e r t h e s e c o m p l e t e l y i n w h i t e p a p e r , u s i n g g l u e o r s t i c k y t a p e s o t h a t l a b e l l i n g i s n o l o n g e r v i s i b l e . T h e s e b o x e s w i l l b e t h e d u m m y p r o d u c t s y o u r c l a s s w i l l s e l l .

• W a t c h s o m e T V c o m m e r c i a l s w i t h t h e c l a s s , p r e f e r a b l y i n E n g l i s h . D i s c u s s t h e s t r a t e g i e s u s e d i n t h e d i f f e r e n t a d v e r t i s e m e n t s .

• D i v i d e t h e c l a s s i n t o g r o u p s o f f o u r o r f i v e . G i v e e a c h g r o u p o n e o f t h e c o v e r e d b o x e s . T e l l t h e m t h a t t h e s e b o x e s c o n t a i n t h e p r o d u c t t h e y a r e g o i n g t o s e l l .

• E x p l a i n t ha t t h e y h a v e t o :

1 . d e c i d e w h a t t h e p a c k e t c o n t a i n s 2 . d e c i d e o n its u n i q u e s e l l i n g

p o i n t 3 . d e c o r a t e t h e p a c k e t 4 . d e s i g n , s c r i p t a n d f i l m a T V

c o m m e r c i a l f o r t h a t p r o d u c t .

• In a c o r n e r o f t h e c l a s s r o o m set up a ' s t u d i o ' a n d a b o o k i n g f o r m . W h e n t h e g r o u p s a r e r e a d y t h e y c a n b o o k t h e s t u d i o f o r a s l o t .

• T h e c l a s s v i e w s t h e a d v e r t i s e m e n t s a n d d i s c u s s e s w h e t h e r t h e y w o r k .

8 8

Appendix Full set of Example Cards for Circles (Section 8)

Summaries Circle

my last holiday

my home

my oldest and dearest friend

my hopes for the future

my family

my country

a film I enjoyed

my career J my pet hates

89

Auxiliary Circle

I like Chinese food.

I'm wearing my best pair of jeans.

I can drive.

I can swim.

I'm going to do my homework tonight.

I'm going to the cinema tonight.

I'll be here this time next year.

I've been to Paris.

I was talking when the teacher walked in.

I'd like to go to Disneyland.

I used to smoke.

90

Reporting Circle (Lower)

I I like ice cream.

I'm going to watch TV tonight.

I've been to Britain.

I can drive.

Get out and don't come back!

What's your name?

Where do you live?

8 Do you like cooking?

Can you swim?

10 Could you help me

with this?

1 S h e t o l d m e

s a i d me

( that) s h e l i k e d i c e - c r e a m .

2 S h e t o l d m e

s a i d me ( that) s h e w a s g o i n g t o w a t c h T V .

3 S h e • t o l d m e

s a i d m e

(that) s h e h a d b e e n t o B r i t a i n .

4 S h e t o l d m e

s a i d me ( that) s h e c o u l d d r i v e .

5 S h e t o l d m e

(order)

t o g e t o u t a n d n o t t o c o m e b a c k .

6 S h e a s k e d (me ) w h a t m y n a m e w a s .

7 S h e a s k e d (me ) w h e r e I l i v e d .

8 S h e a s k e d ( m e ) i f I l i k e d c o o k i n g ,

w h e t h e r

9 S h e a s k e d ( m e ) i f I c o u l d s w i m ,

w h e t h e r

10 S h e a s k e d m e

(request) t o h e l p he r .

91

Reporting Circle (Upper)

I Get out and don't

come back!

If I were you, I'd take it back to the shop.

Don't forget you haven't paid your bill!

Go on, go to Spain. You'll have a great time!

Why don't you come round for dinner?

1 t e l l / o r d e r

2 a d v i s e

3 r e m i n d

4 e n c o u r a g e

( s o m e o n e ) t o d o

You ate that chocolate, didn't you!

7

I did it. I took the money.

8 Don't look at me.

I didn't take your pen!

I'm really sorry but I've broken your watch.

6 a c c u s e ( s o m e o n e ) o f

7 a d m i t

9 a p o l o g i s e f o r

— d o i n f

9 2

Reporting Circle (Upper continued)

10 Let's go

to the beach!

11 Why don't you

go to bed?

1 0 s u g g e s t

11 s u g g e s t t h a t

d o i n g ( s p e a k e r i n c l u d e d i n s u g g e s t i o n )

d o / d i d

12 Would you like to

borrow my car?

13 We can't lend you any more money.

14 I'll give you the money next week ... honestly!

13 r e f u s e

1 4 p r o m i s e

t o d o

93

Quickfire Circle

What time do you call this?

Where to, guv?

What seems to be the matter?

You're nicked, mate!

Alright?

What do you fancy?

Got a light?

Warm for the time of year, isn't it?

Do you come here often?

It's my shout.

What're you having?

Anything you say may be taken down ....

9 4

rofessional ersveetives

professional perspectives is a s e r i e s of p r a c t i c a l

m e t h o d o l o g y b o o k s d e s i g n e d t o p r o v i d e t e a c h e r s o f

Eng l i sh w i t h f r e s h i n s i g h t s , i n n o v a t i v e i d e a s a n d

o r i g i n a l c l a s s r o o m m a t e r i a l s . I t i s p u b l i s h e d b y

DELTA PUBLISHING.

O t h e r t i t l e s i n t h e s e r i e s i n c l u d e :

Creating Conversation in Class

by Chris Sion

M o r e t h a n 1 0 0 i m a g i n a t i v e i d e a s a n d s t i m u l a t i n g

a c t i v i t i e s d e s i g n e d t o g e t s t u d e n t s t a l k i n g i n c l a s s

Humanising your Coursebook

by Mario Rinvolucri

A w i d e r a n g e o f a c t i v i t i e s d e s i g n e d t o e x t e n d t y p i c a l

c o u r s e b o o k l a n g u a g e p r a c t i c e b y e n g a g i n g s t u d e n t s

c r e a t i v e l y a n d p r o d u c t i v e l y

F o r a f u l l l i s t a n d f u r t h e r d e t a i l s o f t i t l e s

in t h e professional perspectives s e r i e s ,

c o n t a c t t h e p u b l i s h e r s a t :

D E L T A P U B L I S H I N G

Q u i n c e C o t t a g e

H o e L a n e

P e a s l a k e

S u r r e y G U 5 9 S W

E n g l a n d

Tel + 4 4 ( 0 ) 1 3 0 6 7 3 1 7 7 0

E-mail i n f o @ d e l t a p u b l i s h i n R . c o . u k

Web w w w . d e l t a p u b l i s h i n g . c o . u k

The MINIMAX Teacher

by ]on Taylor

P r a c t i c a l , e a s y - t o - u s e a c t i v i t i e s t h a t g e n e r a t e t h e

m a x i m u m s t u d e n t o u t p u t f r o m t h e m i n i m u m t e a c h e r

i n p u t

Using the Mother Tongue

by Sheelagh Deller and Mario Rinvolucri

R e a d y - t o - u s e a c t i v i t i e s w h i c h m a k e c r e a t i v e u s e o f

the s t u d e n t s ' m o t h e r t o n g u e i n t h e l a n g u a g e l e a r n i n g

c l a s s r o o m •

95

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