Tesol Materials

8/9/2019 Tesol Materials

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Board Game(Can be used and formatted for any level)

Vocab:The words will change depending on what their vocab is for that week.But the cards will either have a vocab word, in which case, theyd haveto give me a definition of it in their own words, or it could have adefinition on the card, and the student would have to respond with theword. Or, the card could have the word on it, and the student wouldhave to use the word correctly in a sentence.

Grammar:Make cards that have to do with the grammar were learning at themoment. Have the cards have multiple choice questions such as:

She will _______my breakfast this morninga. cooks

b. cookedc. cookingd. cook

We ______ for our trip to the beach.a. packb. packingc. packedd. packs

What time does he _____ dinner usually?a. eats

b. eatc. eatend. atee. eating

Writing:On each card put a few words and then have them write a sentence onthe board properly using those words and correct grammar.

-future, job, unless-dangerous, car, road-fruit, party, dice

Listening/Reading:Have a short reading passage on the card, which the other team will

read to the team whos turn it is, along with a question following aboutthe passage.

Susan likes to eat apples. She likes to eat big red apples. Shelikes to wear a blue hat. She wears a big blue hat on her head.She wears a hat and eats an apple. She drinks some water froma white cup. Susan drinks water and eats apples. She doesnt cutthe apple with a knife. A knife is sharp. She just eats the apple.


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She holds the apple in her hand. She bites into the apple withher teeth. She licks her lips. She drinks more water. She wipesher mouth with her hand.**What type of apples does Susan like to eat? Answer: Red

Speaking:

Have cards with prompts on them with things such as If I had amillion dollars or questions they have to answer like, Tell meabout your favorite vacation.

Culture:Have sentence scrambles that have to do with American holidays thatthey have to unscramble.

-presents get Christmas give we and at.-trick children or at Halloween treat.-pilgrims at Thanksgiving celebrate we coming of the

STORY-A CHRISTMAS CAROL(Intermediate to Upper intermediate)Link to the story: http://www.lang.nagoya-u.ac.jp/~matsuoka/cgi-bin/carol/hmt/carol.pdf? (I also have the text version of this story athome, in the case that the link disappears or doesnt work.)

VOCABULARYWrite in the part of speech, come up with one or two synonymsand antonyms, then write your own sentence using the word

correctly.1 .Abyss ( )-bottomless hole, vast expanse or depth.

Synonyms:Antonyms:Sentence:

2. Affable ( )-friendly, courteous, amiable.Synonyms:Antonyms:Sentence:

3. Beguile ( ): to deceive, to mislead.Synonyms:

Antonyms:Sentence:

4. Boisterous ( ): rowdy and rough.Synonyms:Antonyms:Sentence:

5. Caustic ( ): Sarcastic or biting.Synonyms:
http://www.lang.nagoya-u.ac.jp/~matsuoka/cgi-bin/carol/hmt/carol.pdf?http://www.lang.nagoya-u.ac.jp/~matsuoka/cgi-bin/carol/hmt/carol.pdf?http://www.lang.nagoya-u.ac.jp/~matsuoka/cgi-bin/carol/hmt/carol.pdf?http://www.lang.nagoya-u.ac.jp/~matsuoka/cgi-bin/carol/hmt/carol.pdf?


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Antonyms:Sentence:

6. Desolate ( ): Deserted; without inhabitants; barren.Synonyms:Antonyms:

Sentence:7. Disdain ( ): Intense dislike.Synonyms:Antonyms:Sentence:

8. Elicit ( ): To bring about a response.Synonyms:Antonyms:Sentence:

9. Flaunt ( ): To show off or display.Synonyms:

Antonyms:Sentence:

10. Hideous ( ): very ugly; offensive or shocking.Synonyms:Antonyms:Sentence:

11. Loathe ( ): to detest.Synonyms:Antonyms:Sentence:

12. Morose ( ): Being sullen or gloomy.

Synonyms:Antonyms:Sentence:

13. Penitent ( ): Showing remorse.Synonyms:Antonyms:Sentence:

14. Protrusion ( ): something sticking out.Synonyms:Antonyms:Sentence:

15. Revere ( ): to honor or regard with respect.Synonyms:Antonyms:Sentence:

GRAMMAR-PREPOSITIONSFill in the blank with the correct preposition


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time: after, at, before, during, past, since, till, to, until, upon location: about, above, across, after, against, along, among,

around, at, behind, below, beneath, beside, between, beyond,by, down, from, in, inside, into, on, onto, out, outside, over,through, to, toward, under, underneath, up, upon.

possession: by, of, to, with. other: despite, except, for, like, off, throughout.

1. He was ________ his stool in a jiffy; driving away ______his pen, as ifhe weretrying to overtake nine o'clock.

2. As to you, nephew, I wonder why you don't go ______ Parliament.You talk enough nonsense.

3. And, ______ that, you can pop______ to Parthegill's and tell Ephrahaim

Parthegill you've come ______ the seventeen shillings and sixpencehe's owed me since Michelmas. And tell him I shall have a constable______ there if he doesn't pay up at once.

4. If I could work my will, every idiot who goes______ with 'MerryChristmas' on his lips'd be boiled ______his own pudding, and buried_____ a stake of holly ______hisheart.

5. I wear the chain I forged ______ life. I made it link ______link, andyard______ yard; ______ my own free will.

6. Bear but a touch _____ my hand ______ your heart, and you shall beupheld _____more than this. Come! Follow me!

7. It is required ________ every man that the spirit within him shouldwalk abroad ________ his fellowmen, and travel far and wide, towitness what it cannot share, but might have shared ______ earth, andturned ______happiness.

8. He's been ______ church ______ Tiny Tim. They'll be ______ directly.

9. And that bleak building ______ there?

10. Belle, have I changed ________ you?

11. It's light pours _______ the homes _______ rich and poor alike.

12. At last he came. His hat was off, _______ he opened the door; hiscomforter


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too. He was _______ his stool _______ a jiffy; driving away with his pen,as if he weretrying _______ overtake nine o'clock.

Reading:

Read the story as a class. Have everyone in the class take turnsreading it.

Writing:Write about a favorite holiday from your own culture.answering.

ListeningThe students will be required to answer the following questions tomake sure they were listening while the story was being read.1. List three things in part one that prove the setting of the story isEngland, 1843.

2. List three characters in the story and their relationship withScrooge.

3. Explain how Scrooge's lifestyle is inconsistent with his wealth.

4. Who is Marley? What is Marley's relationship to Scrooge?

5. Using complete sentences, carefully describe the appearances ofeach spirit.

6. What physical change took place in the spirit of Christmas Presentfrom his when he first appears in the story to when he leaves?

7. The spirit of Christmas present and Scrooge visit Bob Cratchit'shome. Using complete sentences and specific details, describe thehome, the children, and the dinner.

8. Why is the spirit of Christmas present a stranger to Scrooge?

9. Which spirit was the most frightening to Scrooge? Why?

10. Which spirit had the greatest effect on Scrooge? Why?

11. Scrooge says, "I am not the man I was." Why does he mean? Whatcauses the change?

12. Explain why the visions of the future would convince Scrooge toalter his life.

13. How does Scrooge show he is sincere about his promise to keepChristmas all year?


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14. Predict what Scrooge's future life will be like.

Speaking:Split them up into groups and assign them a portion of the play toremake and act out themselves. They will not be able to read off of

scripts but Ill just give them enough time to be able to come up withtheir own version and then theyll have to sort of talk as they go.

Some ideas for parts of the play that they could reinvent:

Ghost of Christmas Past

Ghost of Christmas Present

Ghost of Christmas Future

Beginning of story in Scrooges business

End of the play when he realizes he hasnt missed Christmasday.

What I meant by reinvent is, put in their own words and put their own

twist on the story. They could make it a more modern version, ormake it so the ghost takes him to a different place, they can becreative as theyd like. They wouldnt be allowed to write up scripts,so Id be grading them on how well they were speaking, taking intoconsideration that they are being put sort of on the spot.

Culture:Bring in a short story from your own culture. Then Ill have them get ingroups, and share them with their groups and talk about the themesbehind them and why those are important in their culture. Go to thiswebsite (http://www.santas.net/aroundtheworld.htm ) and see and talkabout the Christmas traditions of the countries where my students arefrom.
http://www.santas.net/aroundtheworld.htmhttp://www.santas.net/aroundtheworld.htm


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PICTURES( intermediate and higher levels)This activity is centered around culture and traditions. The picturesrepresent traditions I have in my own family and also a cultural aspectas they show a number of cultural things about America.


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Culture: If able, have each student bring 3 pictures that show ordepict their cultural traditions, or traditions they have just in theirfamilies. If it isnt possible to bring in pictures like that, have them

bring in something from home that represents the same.Writing: Write a paragraph about what their pictures represent andhow even though they are living in America (if teaching in the U.S.)they plan on keeping these cultural or familial traditions alive.

Speaking: Divide the class into groups and have them each researchthe culture and traditions of a specific country. Then have them give apresentation what they learned. Each student in the group will berequired to participate and talk about an aspect of the country.

Listening: I will talk about each of my three pictures shown above,explaining what they are, and the traditions that my family has. Alongwith that, Ill give the students a worksheet with questions that they

have to answer about what Im talking about.Picture 11. Does my family use a fake Christmas tree or a real one?2. About how tall is our Christmas tree each year?3. Where do most of our Christmas ornaments come from?4. What is one thing we do every Christmas eve?Picture 21. Who is in the picture with me?2. What is the thanksgiving tradition pictured?3. Why do I love that tradition so much?4. Where is this race run each year?

5. What is my favorite part of running in this race?Picture 31. What is it that my family tries to do each year?2. What are some places that weve been backpacking in the past?3. Have we ever seen any bears?4. Why does my family no longer do this tradition?


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Reading: Have the students read this article on culture shock.Culture Shock

Kalvero Oberg was one of the first writers to identify fivedistinct stages of culture shock. He found that all humanbeings experience the same feelings when they travel to or

live in a different country or culture. He found that cultureshock is almost like a disease: it has a cause, symptoms, and acure.

Whenever someone travels overseas they are like "a fishout of water." Like the fish, they have been swimming in theirown culture all their lives. A fish doesn't know what water is.Likewise, we often do not think too much about the culture weare raised in. Our culture helps to shape our identity. Many ofthe cues of interpersonal communication (body language,words, facial expressions, tone of voice, idioms, slang) aredifferent in different cultures. One of the reasons that we feel

like a fish out of water when we enter a new culture, is that wedo not know all of the cues that are used in the new culture.

Psychologists tell us that there are five distinct phases(or stages) of culture shock. It is important to understand thatculture shock happens to all people who travel abroad, butsome people have much stronger reactions than others.

During the first few days of a person's stay in a newcountry, everything usually goes fairly smoothly. Thenewcomer is excited about being in a new place where thereare new sights and sounds, new smells and tastes. Thenewcomer may have some problems, but usually accepts them

as just part of the newness. They may find themselves stayingin hotels or be with a homestay family that is excited to meetthe foreign stranger. The newcomer may find that "the redcarpet" has been rolled out and they may be taken torestaurants, movies and tours of the sights. The newacquaintances may want to take the newcomer out to manyplaces and "show them off." This first stage of culture shock iscalled the "honeymoon phase."

Unfortunately, this honeymoon phase often comes to anend fairly soon. The newcomer has to deal with transportationproblems (buses that don't come on time), shopping problems(can't buy favorite foods) or communication problems (justwhat does "Chill out, dude." mean?). It may start to seem likepeople no longer care about your problems. They may help,but they don't seem to understand your concern over whatthey see as small problems. You might even start to think thatthe people in the host country don't like foreigners.


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This may lead to the second stage of culture shock,known as the "rejection phase." The newcomer may begin tofeel aggressive and start to complain about the hostculture/country. However, it is important to recognize thatthese feelings are real and can become serious. This phase is a

kind of crisis in the 'disease' of culture shock. It is called the"rejection" phase because it is at this point that the newcomerstarts to reject the host country, complaining about andnoticing only the bad things that bother them. At this stagethe newcomer either gets stronger and stays, or gets weakerand goes home (physically, or only mentally).

If you don't survive stage two successfully, you may findyourself moving into stage three: the "regression phase." Theword "regression" means moving backward, and in this phaseof culture shock, you spend much of your time speaking yourown language, watching videos from your home country,

eating food from home. You may also notice that you aremoving around campus or around town with a group ofstudents who speak your own language. You may spend mostof this time complaining about the host country/culture

Also in the regression phase, you may only remember thegood things about your home country. Your homeland maysuddenly seem marvelously wonderful; all the difficulties thatyou had there are forgotten and you may find yourselfwondering why you ever left (hint: you left to learn English!).You may now only remember your home country as awonderful place in which nothing ever went wrong for you. Of

course, this is not true, but an illusion created by your cultureshock 'disease.'

If you survive the third stage successfully (or miss itcompletely) you will move into the fourth stage of cultureshock called the "recovery phase" or the "at-ease-at-lastphase." In this stage you become more comfortable with thelanguage and you also feel more comfortable with the customsof the host country. You can now move around without afeeling of anxiety. You still have problems with some of thesocial cues and you may still not understand everything peoplesay (especially idioms). However, you are now 90% adjusted to

the new culture and you start to realize that no country is thatmuch better than another - it is just different lifestyles anddifferent ways to deal with the problems of life.

With this complete adjustment, you accept the food,drinks, habits and customs of the host country, and you mayeven find yourself preferring some things in the host countryto things at home. You have now understood that there aredifferent ways to live your life and that no way is really better


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than another, just different. Finally you have becomecomfortable in the new place.

It is important to remember that not everyoneexperiences all the phases of culture shock. It is also importantto know that you can experience all of them at different times:

you might experience the regression phase before therejection phase, etc. You might even experience the regressionphase on Monday, the at ease phase on Tuesday, thehoneymoon phase on Wednesday, and the rejection phaseagain on Thursday. "What will Friday be like?"

Much later, you may find yourself returning to yourhomeland and - guess what? - you may find yourself enteringthe fifth phase of culture shock. This is called "reverse cultureshock" or "return culture shock" and occurs when you returnhome. You have been away for a long time, becomingcomfortable with the habits and customs of a new lifestyle and

you may find that you are no longer completely comfortable inyour home country. Many things may have changed while youwere away and - surprise! surprise! - it may take a little whileto become at ease with the cues and signs and symbols of yourhome culture.

Grammar:Have the students write 3 short paragraphs. One about an experiencetheyve had in the past, whether it be a trip theyve taken andexperience culture shock or a tradition they use to have. Anotherparagraph about a tradition they do now and the last about a tradition

or cultural experience theyd like to have in the future. This will helpthem practice their past, present and future tenses of verbs.

Vocabulary: Answer the questions by circling the correctvocabulary word.

1. stage 6. cure 11. cue

2. culture 7. identity 12. idiom

3. shock 8. honeymoon 13. slang

4. disease 9. phase 14. newcomer

5. symptoms 10. reaction 15. adjust

1. Which of the following words means something that suprisesor upsets you?


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a. cue b. culture c. shock d. cure

2. This word refers to the history, language, art and food of aparticular nation or people.

a. disease b. identity c. culture d. phase

3. You can use this verb to talk about changing the channel orvolume on your tv, changing the way you sit in your chair, orbecoming more comfortable in a new culture.

a. adjust b. phase c. symptom d. phase

4. Which of the following words means a signal or sign for youto do something?

a. newcomer b. cue c. reaction d. adjust

5. If somebody arrives in a new country, that person is aforeigner; however, there is a friendlier, abetter word we can use to describe someone from anothercountry. What is it?

a. culture b. honeymoon c. symptom d. newcomer

Directions: Scan the electricity bill and answer the questions by writing your answer inthe blank provided. You will have 2 minutes to complete this task.


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Southern PineElectric Cooperative

P.O. Box 528

Brewton, AL 36427

STATEMENT

Brewton Office Atmore Office Evergreen Office Frisco City Office251.368.4842 251.867.5415 251.578.3460 251.267.3196

STATEMENT # 11Date: March 31, 2010

Bill Due Date: 03/10/08Meter Number: 97639

BILLVictoria Hunter357 Sweetwater AvenueAshville, AL 36433

251.377.4735Customer ID 476B332LMA

DATENO. DAYS PREVIOUS READING : PRESENT

READING

KWH USAGE CHARGES

1/24/08-2/7/08

32 0 507 507 $65.46

Power Cost Adjustment

175 Watt 80 $7.50

State Tax $4.53

Subtotal $77.49

Operation Roundup $.061

Previous Amount Due $75.90

Thank You for your Payment 02/13/08 -$36.00

Previous Unpaid Balance $39.90

TOTAL AMOUNT DUE $118.00

CURRENT1-30 DAYSPAST DUE

31-60 DAYSPAST DUE

61-90

DAYSPASTDUE

OVER 90 DAYSPAST DUE

$78.10 $39.90 -------- --- ----------

CURRENT BILL DUE DATE DOES NOT APPLY TO THE PREVIOUS BALANCE

DUE

TO REPORT A POWER OUTAGE CALL 866-867-5415

Make all checks payable to Southern PineThank you for your business!

1. What is the previous unpaid balance from the last month?

2. What is the phone number of the Evergreen office?3. What is the total amount due for this bill?

4. What number should you call in case of a power outage?

TOTAL DUENOW

$118.00

DUE DATE3/10/08

BILL ISDELINQUENT

AFTER DUE DATE

DUE AFTERTHE 15TH

$121.64


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5. By what day does the bill need to be paid?

ESSAY PROMPT

Directions: Write an essay telling whether you agree or disagree with the quote below.Compare yourself to the rest of the world and explain why and how you are unique. You

will have thirty minutes to complete this task. Please write enough to answer thequestions completely.

Only one person in a thousand is a bore, and he is interesting because he is one person in

a thousand. -Unknown

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