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Free Hugs Campaign
Level: All levels
Expectations: 1. Students discuss different cultures; inspiration to change
the orld.
!. Students learn a"out movements that create change and
get inspired to change the orld.
#. Learn ho to use $%f % &&&&&&' % ould &&&&&(
)aterials: *+,pro-ector screen ith sound' Computer ith internet
access to ./outu"e.com' Chal0"oard,hite"oard
+oca"ular/:
anned' signature' petition' free' hugs' campaign.
2!ndpart3: event' petition' demonstration' protest' sitin' "an a product'
ma0e responsi"le choices
4rocedure:
1. Introduction: egin "/ as0ing the class hat 5free6 and 5hugs6 mean.
As0 if the/ have heard a"out the free hugs campaign. 7hat is it8
7here did it start8 %f someone can explain some of it in English' let
them. Clarif/,explain hat this campaign is and ho it started.
7rite S/dne/' Australia' on the left side of "oard.
!. Definitions: 9o through anned 23' Signature23' and
4etition23' and get definitions' or orean translations. 2% dra a
no smo0ing sign and explain that it means $smo0ing is "anned(. % also
tal0 a"out ho to change things li0e their school uniform and % tell
them ho to create a petition3.
#. Show the video Free Hugs. 9o to /outu"e.com' and t/pe in
http://www.youtube.com/http://www.youtube.com/ -
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search: free hugs sic0 puppies
. Reflection: . Bring it Home:7hat do /ou thin08 Can /ou do this in orea8
?. Show second video: *here are a fe done in orea the one % li0e to
use is search: Free Hugs orea' or search: Free Hugs %nsadong.
@. Reflections:7rite orea "eside Australia and as0 hat differencesthe/ sa. *he/ might sa/ $people6 or $language on sign(. 4ush
further hat a"out the st/le of hug 2running' -umping' gentle=38
7hat a"out the audience8 7as it natural or difficult for people8
% use this opportunit/ 2in some classes3 to tal0 a"out culture' and to
tal0 a"out ho freuentl/ e hug in 57estern( countries. % point out
that despite ho fe hugs are happening in the video' there is
"oing and smiling and arm hearts. 7e go through 7HB he started
the free hugs campaign and it shos that even if people aren6t all
hugging' it still or0s in orea. And e ala/s come to the conclusion
that neither is "etter' -ust different. 2sometimes' in the girls
classes' % soon over ho cute the orean man is3
. Ask: %f /ou sa a person ith a sign' ould /ou hug them8
$% ould give a &&&&&& hug 2strong' running' gentle=from ords given
"efore3( Dr' $o' % ouldn6t hug.$
. 7ould /ou hold a sign8 At this point' % sho m/ "log
lifeinlanaland."logspot.com' and sho the Free Hugs Ga/ e did in
Suncheon on ov.11' !?. 7e too0 some pictures' and % sho them
to the class' and tal0 a"out ho man/ hugs the 1!1> of us got
2hundreds3' and all the different people ho hugged' or smiled. %
invite them to the next Free Hugs da/.
1.onsolid!tion: % end ith a Free Hugs video from somehere else in
the orld 2m/ faves: Holl/ood' Dttaa' +eneIuela' *el Aviv'
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unming3
Adaptations:
%f /ou ould li0e to extend this into to classes' % had m/ conversation
class extend this into a $Ho ould /ou change the orld8( pro-ect'
here"/ in groups the/ had to find one thing rong ith the orld 2povert/'
environment' loneliness' etc..3' and find a a/ to change it 2petitions'
concerts' protests' government3. *he/ had to dra a logo of their campaign
and create a presentation for the class. See the folloing hand out to start
them off. % extend this into # classes "/ ma0ing them do a poster
presentation of their campaign.
B LAA LEHJ
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"ou must #e the ch!nge $ou w!nt to see in the world
%&!ndhi
'h!t would $ou ch!nge to m!ke the world #etter ()ositive ch!nge*:
% ould change=
How would $ou ch!nge this+
7e ould=
Design ! c!m)!ign to ch!nge this thing:
ame of campaign:
Action *a0en: 2event' petition' demonstration' protest' sitin' "an a
product' ma0e responsi"le choices3
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Gesign a logo for /our campaign:
H,' -, /A" H01A&,2S
Level: An/ Level
Expectations: 1. *hat this fun game ill encourage students to spea0
EnglishK
)aterials: Hexagon pla/ing sheet' Hexagon uestions.
+oca"ular/:
Lots and lots' all of the ansers to all of the uestions
4rocedure:
13 Split /our class into to teams 2the competition is great' especiall/
if there is a small priIe3.
!3 4ut the game "oard up on the "oard.
#3 *he game "oard ill have a "loc0 of hexagons ith a letter in each
hexagon.
3 *he first letter to all the ansers starts ith the letter in each
hexagon.
>3 %f' for example' the CraI/ team chooses $m(' then /ou could read
one of the $m( descriptive statements from the uestion sheet' for
example: $e drin0 it and it comes from cos(. *he AmaIing team is
the first to sa/ $mil0(' and so /ou color in the $m( hexagon ith a red
mar0er or cra/on 2each team should have a color3. ecause the
AmaIing team guessed "efore the CraI/ team the/ get to choose
the next letter' and so on.
?3 *he o"-ect of the game is for each team to ma0e an un"ro0en line
from either the top to the "ottom or from one side to the other
ithout "eing "loc0ed "/ the other team.
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@3 Even if /our students li0el/ do not 0no the anser' /ou can still as0
the uestion. For example' $a short tal0( is $chat(' though /our
students li0el/ on6t 0no this. As0 an/a/s "ecause most of /ourstudents ill "e attentive and /ou can snea0 in some ne ords.
Suggestions:
13 4rint the game "oard out and photocop/ it onto an overhead
transparenc/ sheet so /ou can use it ith an overhead pro-ector.
!3 Dr enlarge the game "oard on the photocopier and use magnets to
hold it on the "oard. se to different colored "oard pens to colorin the hexagons.
Adaptations:
1. *he teacher sa/s the anser and the students must respond ith a
possi"le uestion.
!. *he students must sa/ a sentence containing to ords that "egin
ith that letter.
#. )a0e photocopies and get the students to pla/ in small groups 2onl/
if the/ are ell "ehaved.3
/ Colleen randric0
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HEMA9D
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che!)% o))osite of e8)ensive
hristm!s% Festiv!l in Decem#er% when 9esus w!s #orn
clock% it tells the timeontinent% Asi! Afric! 0uro)e !re them
cousin% $our uncle4s d!ughter
cle!n% o))osite of dirt$
ch!t% short t!lk
child% ! $oung )erson
cr$ing% wh!t $ou do when $ou !re s!d
c!)% ! kind of h!t
cre!te% me!ns the s!me !s invent
D
d!rk% o))osite of light
de!r% $ou st!rt ! letter with this word
did% )!st tense of do
dee)% o))osite of sh!llow
dre!m%$ou do this when $ou !re !slee)
diction!r$%where $ou find the me!nings of words
de!th%o))osite of life
Decem#er% ;
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ele)h!nt% #ig gre$ !nim!l from Indi! or Afric!
entr!nce% me!ns the s!me !s doorw!$
evil% ver$ ver$ #!de8it% me!ns the s!me !s w!$ out
elev!tor% how to get to the ;=th floor
elves% S!nt!4s little hel)ers
0!rth% the n!me of our )l!net
el#ow% $ou h!ve < where $our !rms #end
F
frog% sm!ll !nim!l th!t 3um)s.f!ce% where $our e$es !nd mouth !re
fe!r% wh!t $ou feel when $ou !re !fr!id
Fr!nce% !ris is the c!)it!l of this countr$
f!ll% wh!t h!))ens when $ou tri)
fire% wh!t $ou m!ke with m!tches
fed% )!st tense of feed
Frid!$%>th d!$ of the week
fruit% or!nges !))les )e!rs ect.
fr$% ! w!$ to cook things
fingers% )!rt of the #od$ % we h!ve ;=
f!st% o))osite of slow
fish% the$ swim in oce!ns !nd rivers
&
gir!ffe% !nim!l with ! long neck
gr!ndf!ther% $our f!ther4s f!ther.
green% ! color m!de from #lue !nd $ellow
gr!ndd!ughter% $our d!ughter4s d!ughter
gre$% ! color m!de from #l!ck !nd white
gl!ss% #ottles !re m!de from this
g!ve% )!st tense of give
girl% o))osite of #o$
grocer$ store% sho) where $ou #u$ food
guit!r% music!l instrument
gr!)es% wine is m!de from them
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gi!nt% ! ver$ ver$ t!ll )erson
greed$% ! )erson who w!nts more !nd more mone$
green te!% ! kind of te!g!llo)% when ! horse runs ver$ f!st
giggle% ! kind of l!ugh
g!s% fuel th!t m!kes c!rs run
H
h!nd% $ou h!ve two e!ch with > fingers
h!))$% o))osite of s!d
hungr$% $ou !re this when $ou h!ven4t e!tenh!t% something $ou we!r on $our he!d
hel)% when $ou !re in d!nger $ou !sk for+
hunt% to kill !nim!ls for food
hot% o))osite of cold
horse% !nim!l with 7 legs $ou c!n ride
house% #uilding with rooms !nd ! g!rden
hello% o))osite of good#$e
hotel% )l!ce $ou st!$ when $ou !re on holid!$
h!te% o))osite of love
h!rd% the o))osite of e!s$
hiking% mount!in clim#ing
hint% !nother word for clue
I
ice%cre!m% fro?en tre!t m!de from milk
I4d% om#ine the words I % would
isl!nd% l!nd surrounded #$ w!ter
im)ossi#le% o))osite of )ossi#le
insect% ! ver$ ver$ sm!ll !nim!l ie. fl$ or s)ider
inf!nt% !nother word for #!#$
invit!tion% give this to someone if $ou w!nt them to come to $our )!rt$
igloo% tr!dition!l Inuit house (-he$ will )ro#!#l$ onl$ underst!nd
0skimo so #e )re)!red to e8)l!in.*
ice% fro?en w!ter
ill% o))osite of feeling well
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ink% wh!t is inside ! )en
intelligent% ver$ sm!rt
ide!% !n interesting thought
9
3ungle% ! wild forest in ! hot countr$
9!nu!r$% the ;st month
3um)% to #ounce u) !nd down
3!r% ! gl!ss cont!iner for food
3e!ns% ! t$)e of trousers+
3!m% sweet food $ou h!ve on to!st3o#% if $ou work $ou h!ve one of these
9udo% ! t$)e of m!rti!l !rts
3ogging% running slowl$
9une% the @th month
9!cket% ! short co!t
9ul$% the th month
3uggle% -o kee) or more #!lls in the !ir !t the s!me time
3o$% to #e ver$ ver$ h!))$
3oke% something $ou s!$ th!t m!kes )eo)le l!ugh
C
kick% how $ou move ! soccer #!ll
kid% !nother word for child
kitchen% ! room where $ou cook
knife% wh!t $ou cut things with
ke)t% )!st tense of kee)
kilometer% one thous!nd meters
kind% someone who is ver$ nice
king% the ruler of ! countr$
k!ng!roo% !n !nim!l th!t lives in Austr!li!
kill% !ss!ssin!te someone
kilogr!m% ;== gr!ms
king% A m!le le!der who we!rs ! crown
knew% )!st tense of know
kite% ! to$ $ou c!n fl$ in the !ir
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knee% the middle )!rt of $our leg
knit% how to m!ke swe!ters out of wool
/
l!ugh% !nother word for chuckle
l!m#% me!t from shee)
lend% the o))osite of #orrow
lie% not telling the truth
l!nd% the o))osite of the se!
l!st% o))osite of first
l!te% o))osite of e!rl$lost% )!st tense of lose
le!rn% wh!t $ou do !t school
l!?$% someone who doesn4t work h!rd is
/ondon% the c!)it!l cit$ of 0ngl!nd
left% o))osite of right
legs% if $ou didn4t h!ve these $ou couldn4t w!lk
light% o))osite of d!rk
li#r!r$% where $ou #orrow #ooks
li)s% )!rt of $our mouth
meter% ;== cm
mouse% sm!ll !nim!l th!t likes to e!t cheese
micro)hone% wh!t $ou sing into !t 2ore#ong (2ore E eh% #ong*
mother% $our f!ther4s wife
m!r!thon% ! ver$ long r!ce
!rch% the rd month
m!tches% $ou light c!ndles with them
!$% the >th month
m!id% someone $ou )!$ to cle!n $our house
middle% #etween the st!rt !nd the end
me!t% chicken )ork #eef
milk% it comes from cows
mirror% $ou c!n see $ourself in it
more% o))osite of less
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mi8% to stir something
m!nsion% ! ver$ ver$ l!rge house
2
night% the o))osite of d!$
ne!r% close #$
n!)% ! short slee)
no% the o))osite of $es
n!rrow% not wide
neck% #etween the he!d !nd shoulders
nine% three times three2ovem#er% the ;;th month
never% the o))osite of !lw!$s
nose% $ou smell with it
num#ers% @
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)olice% -he$ !rrest crimin!ls
)ig% )ork comes from this !nim!l)!3!m!s% $ou we!r them in #ed
)ush% o))osite of )ull
)u))$% #!#$ dog
)resident% &eorge Bush is one
)l!te% $ou )ut $our food on it
)e!r% ! fruit
)!il% !nother word for #ucket
)!)er% wh!t $ou write on)erfect% ;== % no mist!kes
)on$% $oung horse
)urr% the sound ! h!))$ c!t m!kes
)ill% sm!ll round medicine $ou sw!llow
J
5uick% not slow
5uestion% o))osite of !nswer
Jueen% fem!le le!der who we!rs ! crown
5u!rter% to divide into 7 e5u!l )!rts
5u!ntit$% !mount
5uiet% not nois$
5uilt% ! homem!de #l!nket
5ui?% ! short test
5u!ck% the sound ! duck m!kes
5uit% to sto)
5u!rrel% !rgument
R
rose% ! flower
r!dio% $ou listen to it
red% the color of #lood
rescue% to s!ve someone from d!nger
rest!ur!nt% )l!ce where someone cooks for $ou
rice% sm!ll white gr!ins
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r!ce% to run ver$ f!st
Russi!% oscow is the c!)it!l of this countr$
re)e!t% to s!$ !g!inr!##it% sm!ll !nim!l with long e!rs % loves e!ting c!rrots
rude% not )olite
r!in% w!ter th!t f!lls from the sk$
r!t% looks like ! ver$ #ig mouse
ro)e% something to tie things u) with
ro!d% !nother n!me for street
Sshort% the o))osite of t!ll
S!turn% ! )l!net
S!turd!$% @th d!$ of the week
s!lt% $ou )ut it on $our food
s!nd% there is ! lot of it !t the #e!ch
sold% )!st tense of sell
sing% wh!t $ou do !t 2ore%#ong (2ore E eh E #ong*
solid% not li5uid
sink% wh!t the -it!nic did !fter hitting !n ice#erg
school% where $ou go to le!rn
second% !fter the first
second% sm!ll unit of time
shine% the sun does it
shi)% #ig #o!t
snow% it4s white !nd cold
scent% ! kind of smell
soft% o))osite of h!rd
Sund!$% the th d!$ of the week
se!% l!rge #od$ of s!lt w!ter
sick% when $ou h!ve ! cold $ou !re+
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te!r% dro) of w!ter from $our e$e
tie% men we!r them with suits
to)% o))osite of #ottom
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tongue% wh!t $ou use to t!lk with
tight% o))osite of loose
tiger% ver$ l!rge wild c!tt!ilor% )erson th!t m!kes clothes
t!ll% o))osite of short
t!)s% w!ter comes out of them
t!lking% !nother word for s)e!king
t!8i% ! c!r $ou )!$ to ride in
tools% h!mmer s!w wrench
te!% ! kind of hot drink
teeth% $ou use them to chew foodtennis% ! g!me )l!$ed with < )eo)le !nd ! #!ll
thum#% ! finger
thigh% )!rt of the leg
K
KF,% !n !lien s)!ceshi)
unfit% not fit
universe% outer%s)!ce !nd ever$thing in it
u)% o))osite of down
universit$% )l!ce where older students le!rn
unlock% o)en ! door with ! ke$
um#rell!% $ou use this when it4s r!ining
u)st!irs% clim# ste)s to go here
unicorn% ! white horse with one horn onl$ in f!ir$ t!les
unh!))$% it me!ns s!d
underground% where miners work
ugl$% o))osite of #e!utiful
unorg!ni?ed% not org!ni?ed
unem)lo$ed% without ! 3o#
under% o))osite of over
L
ver#% !n !ction word
Lenus% ! )l!net
violin% music!l instrument
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volc!no% when l!v! comes out of ! mount!in it is ! G
vote% $ou do this !t !n election
veget!#les% onion c!rrot )ot!tov!se% cont!iner for flowers
vill!ge% sm!ll town
vill!in% #!d gu$ in ! movie
volle$#!ll% ! s)ort
v!m)ire% monster th!t drinks #lood
view E to look !t something
'w!r% when two countries fight e!ch other
white% ! color
wedding% ceremon$ when ! m!n !nd wom!n get m!rried
week% seven d!$s
wheels% ! #ic$cle h!s two
wind% movement of !ir
winter% cold se!son
wrote% )!st tense of write
win% o))osite of lose
w!rm% not cold
"
$ellow%! color
$e!r% @> d!$s
$es% o))osite of no
$oung% o))osite of old
$esterd!$% the d!$ #efore
$ogurt% food m!de from milk
$og!% stretching e8ercises
$e!h% !nother w!$ to s!$ $es
$i))ee% something $ou s!$ when $ou !re re!ll$ e8cited
$!wn% wh!t $ou do when $ou !re tired
$!rn% !nother n!me for wool
$uck% wh!t $ou s!$ when food t!stes #!d
$um ($umm$*% wh!t $ou s!$ when food t!stes ver$ good
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M
?e#r!% #l!ck !nd white !nim!l?ero% nothing sm!llest num#er
?i))er% hel)s close 3e!ns
?% the l!st letter of the !l)h!#et
?oo% collection of !nim!ls $ou )!$ to see
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Stri) Songs
/evel: An/
Aims: Encourage careful listening and develop associative learning s0ills
!teri!ls: stereo' envelopes' ord strips ith group num"ers on them such
as group N1' group N!' etc. 2helps prevent the groups from mixing up their
strips3.
1. re%te!ch voca"ular/ from the song through the use of a collocationexercise. 7rite a group of four ords on the "oard and as0 students hich
ord does not "elong. As0 students h/ the other three ords are similar.
!. *ell students to get into grou)s' ta0e the word stri)s out of the
envelopes and divide them among their group evenl/. )a0e sure that
students have their strips face up and not all over the place. *ell students
to #uild their songas the/ hear it from "eginning to end.
#. l!$ the song at least three times. 7al0 around the classroom and
provide direction and feed"ac0 hen necessar/. )a0e a competition out of
it. *he first group that finishes ever/thing correctl/ gets a priIeK
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)/ Love /O7estlife
em)t$N full pac0ed crammedseashore "each coast l!keN
onder imagine thin0 a"out knowN
small smaller smallest l!rgeN
holding on letting goN 0eeping remaining
read rite stud/ runN
fields pastures mount!insN meados
far closeN distant out of reach
loveN hate detest loatheoutdoors outside InsideN open air
cr$ingN laughing giggle chuc0le
N An empt/ street
N An empt/ houseN A hole inside m/ heart
N %6m all alone' and the rooms are getting smaller.
N % onder ho' % onder h/
N % onder here the/ are
N *he da/s e had' the songs e sang together
N And oh m/ love
N %6m holding on forever
N Jeaching for a love that seems so farN So % sa/ a little pra/er
N And hope m/ dreams ill ta0e me there.
N 7here the s0ies are "lue
N *o see /ou once again' m/ love
N Dver seas from coast to coast
N *o find the place % love the most
N 7here the fields are green
N *o see /ou once again' m/ love
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N % tr/ to read
N % tr/ to or0
N %6m laughing ith m/ friendsN ut % can6t stop to 0eep m/self from thin0ing
N % onder ho' % onder h/
N % onder here the/ are
N *he da/s e had' the songs e sang together
N And oh m/ love
N %6m holding on forever
N Jeaching for a love that seems so far
N So % sa/ a little pra/erN And hope m/ dreams ill ta0e me there
N 7here the s0ies are "lue
N *o see /ou once again' m/ love
N Dver seas from coast to coast
N *o find he place % love the most
N 7here the fields are green
N *o see /ou once again' m/ love
N *o hold /ou in m/ armsN *o promise /ou m/ love
N *o tell /ou from the heart
N Bou6re all %6m thin0ing of
N %6m reaching for a love that seems so far
N So % sa/ a little pra/er
N And hope m/ dreams ill ta0e me there
N 7here the s0ies are "lue
N *o see /ou once again' m/ loveN Dver seas from coast to coast
N *o find a place % love the most
N 7here the fields are green
N *o see /ou once again' m/ love
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usic!l ist!kes
/evel: An/
Aims: %mprove students listening and reading s0ills through music.
!teri!ls: l/rics handout 2.l/rics.com3' stereo' cop/ of song.
Loc!#ul!r$:
mist!ke wrong right (!nd !n$ difficult voc!#ul!r$ found in the l$rics*
Ste)s:
It c!n !lso #e used !s !n entire lesson if the song h!s difficult
voc!#ul!r$ or com)le8 me!nings.
1. Introducethe artist "/ pla/ing the $7ho am %8(game. Have studentsidentif/ if /ou are a group' male' female' here /ou are from' ho old /ou
are etc. Bou ma/ have to loo0 on the %nternet for info on singers hich
students seem to li0e' /et e 0no nothing a"out 27estlife= 7estlife=
7estlife=3.
!. Dnce the/ guess ho the singer is' sho them a picture for interest
sa0e. 4la/ the song. Handout the l$rics of the song and tell them that
the/ must find the mista0es. For loer level students' provide a choice of
! ords to help them identif/ the correct anser. Higher level students or
adults can "e given the l/rics ith hidden mista0es 2spelling' grammar3 in
hich the/ have to identif/ and correct individuall/ or a group. 4la/ the
song again and give them a second chance to correct the l/rics.
#. Discusse8)l!inthe meaning of the song and tal0 a"out hat 0inds of
emotions the song evo0es. Adults can discuss the literar/,poetic devices
used such as alliteration' metaphors' similes' personification' imager/'
rh/ming scheme etc. Bou ma/ need to crac0 out the 5ole English 11 text
http://www.lyrics.com/http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=25966&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=12860&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=12865&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=25966&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=12860&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=12865&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=25966&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=12860&papass=&sort=1&thecat=157http://www.lyrics.com/ -
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for thatK
$ /ove% 'estlife
An empt/ street,road
An empt/ house,"arn
A hole inside m/ heart,head
%Pm all alone' and the rooms are getting smaller,"igger
% onder ho' % onder h/%,e/e onder here the/ are
*he da/s e had' the songs e sang together
And oh m/ love
%Pm holding on forever,never
Jeaching for a love that seems so far
So % sa/ a little pra/er,hair
And hope m/ dreams ill ta0e me there,their7here the s0ies are "lue
*o see /ou once again' m/ love
Dver seas from coast to coast
*o find the place % love the most,roast
7here the fields are green,seen
*o see /ou once again' m/ love
% tr/ to read,lead% go to or0
%Pm laughing ith m/ friends
ut % canPt stop to 0eep m/self from thin0ing,drin0ing
% onder ho' % onder h/
% onder here the/ are,far
*he da/s e had' the songs e sang together
And oh m/ love
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%Pm holding on forever
Jeaching for a love that seems so far,hard
So % sa/ a little pra/er
And hope m/ dreams ill ta0e me there,the/6re
7here the s0ies are "lue,"le
*o see /ou once again' m/ love
Dver seas from coast to coast
*o find the place % love the most,toast
7here the fields are green
*o see /ou once again' m/ love
*o hold /ou in m/ arms,farms
*o promise /ou m/ love
*o tell /ou from the heart,fart
BouPre all %Pm thin0ing of
%Pm reaching for a love that seems so far
So % sa/ a little pra/er
And hope m/ dreams ill ta0e me there
7here the s0ies are "lue
*o see /ou once again' m/ love
Dver seas from coast to coast
*o find the place % love the most
7here the fields are green
*o see /ou once again' m/ love
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"esterd!$%-he Be!tles
Besterda/' all m/ trou"les seemed so far aa/,o0a/
o,Ho it loo0s as though the/Pre,there here to sta/
Dh,o' % "elieve in /esterda/.
Suddenl/' %Pm not,hot half the man % used to "e,"ee'
*herePs a shado hanging over me,m/.
Dh' /esterda/ came suddenl/.
7h/ she,he had to go,"lo % donPt 0no,no she ouldnPt sa/,sta/.
% said something rong,long' no % long,rong for /esterda/.
Besterda/' love as such an eas/ game to pla/,toda/.
o % need,read a place to hide aa/.
Dh' %,e/e "elieve in /esterda/.
7h/,Ho she had to go,no % donPt 0no she,he ouldnPt sa/.
% said something rong' no %,m/ long for /esterda/.
Besterda/,Saturda/' love as such an eas/ game to pla/.
o e/e,% need a place,face to hide aa/.
Dh' % "elieve in /esterda/.
)m mm mm mm mm mm mm.
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-ic%-!c%Loc!#
/evel: An/
Aims: Jecall and revie voca"ular/ from students6 voca"ular/ "an0s.
!teri!ls: "lac0"oard or A paper
Loc!#ul!r$: 4reselected
Ste)s:
1. om)ile a list of voc!#ul!r$ words that students have previousl/studied. *he/ should include ver"s' nouns and ad-ectives.
!. Dividethe class into to teams of M6s and D6s. As0 each team to select a
draer for their team.
1. Dr!wa large tictactoe grid in the center of the "lac0"oard. e sure
to leave enough room for the to draers on the left and right sides of the
"oard.
!. Dn the grid rite in the folloing ords:
Action 2ver"3 l!ce )erson or
thing 2noun3
Descri)tive word
2ad-ective3
Descri)tive word Action l!ce )erson or
thing
l!ce )erson or
thing
Descri)tive word Action
#. Start the game in the center s5u!re. Dn a small slip of paper rite
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don one ord from the $Action( 2ver"3 voca"ular/ list and sho it to each
draer.
. 7hen the teacher sa/s' $&oO each team has two minutes to dra apicture2s3 that represents the ord. *he other mem"ers of each team
must guess the word in the same time limit. *he draers ma/ not mime
2similar to 4ictionar/3. *he first team to anser ithin ! minutes gets to
mar0 1 or , in the center suare and choose the next suare,categor/.
>. Df course' three 1Psor ,Psin a ro ins a round. %f each team does not
get the ord under the tominute time limit' the team ho gave the
correct ord last gets to choose the next categor/ again.
%f the class is a small stud/ group' the draers can use paper rather than
the "lac0"oard.
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Typhoon
/evel: An/
Aims: 4ractice and revie language structures' functional grammar and
voca"ular/. Encourage students to participate in class.
!teri!ls: "lac0"oard' t/phoon grid ith uestion and anser 0e/
Ste)s:
1. Gecide hat language structures' grammar' voca"ular/ to focus on.
*hese could "e from /our students6 text"oo0s.
4repare a list of 5uestionsthat /ou ill as0 students. *he uestions could
include: true,false' /es,no' short anser' or 7h uestions. Bou could even
use uestions that deal ith pronunciation. *here are man/ possi"ilities.
!. Dr!w ! grid? x ? on a piece of paper. Fill in the suares ith different
amounts of points. For example' ? points in suares' > points in @ suares
etc. Jeserve ? to suares for the letter $*( 2this stands for t/phoon3.
Dn the left margin' rite the letters A through F. Dn the top margin'
rite the num"ers 1 to ?. Bou no have an anser 0e/ to give points.
Guplicate this grid on the "oard withoutputting in the points. %t must "e
0ept as a surpriseK
#. Divide the cl!ssinto to teams. Have them name their opposing team.
. -e!ms t!ke turnsgiving ansers. %f a student from one team ansers
correctl/' the/ can choose a suare. As0 students to use reuest forms
such as' $9ive me #' please( or $%6d li0e A>' please.
>. Cee) score"/ adding houses for points. So' if A# gets to points on
/our anser 0e/ then that team gets ! houses. %f an/ team chooses a
suare that has a $*( in it' then there is a */phoon and the/ lose all their
houses 2points3. Bou ma/ ant to rig this activit/ so that /ou occasionall/
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ipe out the inning team. *he/ en-o/ a good challenge and it helps
encourage the losersK
S!m)le Juestions !nd Di!logue:
7hat6s another ord for $happ/8(
7hat6s another a/ to sa/' $Qust a moment8(
7hat6s the opposite of $hot8(
7hat6s the orean ord for $relax8(
ote: Bou can also use the uestions from the hexagon lesson if enough
time has elapsed "eteen the to lessons 2Hexagon and */phoon3 or theChristmas */phoon uestions at Christmas time.
*: Lions. Bou6re first.
7hat6s the opposite of up8
S2s3: $Gon.(
*: $Correct.( 7hat suare ould /ou li0e8
S2s3: %6d 27e6d3 li0e !.
*: D0a/. !. Five houses.
*: Eagles. 7hat6s another a/ to sa/ $ver/ large8(
S2s3: Huge.
*: JightK 7hat suare ould /ou li0e8
S2s3: A1.
*: Dh' ohK *B4HDDK 2*eachers erases all their houses3.
S!m)le &ridfor te!cher (studentsP should not include )oints*
; < 7 > @
A 1 ! ? 1 ! ?
B - ! ? - !
! - # - 1 #
D - 1 -
0 # 1 # ? ?
F ? - - ! - 1
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HRIS-AS -"H,,2 JK0S-I,2S
1. 7hat 0ind of animal is Judolph8 2reindeer3
!. 7hat do /ou give someone at Christmas8 2gift' present3
#. 7h/ do Christians cele"rate Christmas82it is hen Qesus Christ as
"orn R% 0no this isn6t reall/ accurate' "ut e6re tal0ing to an ESL
class here3
. 7hat is a 5hite Christmas(8 2hen it snos,hen there is sno at
Christmas3
>. 7hat is a famous Christmas Carol8 2*a0e /our pic0=3?. 7hat does )err/ mean8 2happ/3
@. 7hat do 7estern people have inside their house at Christmas time8
2tree3
. 7hat are the Christmas colours8 2red and green3
. 7hat is the ton that Qesus as "orn in8
1. 7hat other holida/s are around the same time as Christmas8
2Hanu0ah' anIaa=3
11. 7ho helps Santa ma0e to/s8 2elves3
1!. 7hat does Santa drive8 2sleigh3
1#. 7here does Santa live8 2north pole3
1. 7hat does Santa ear on his head8 2red and hite hat,cap3
1>. 7hat is Santa Claus famous for sa/ing8 2Ho Ho Ho )err/
ChristmasK3
1?. Ho man/ reindeer pull Santa6s sleigh8 23
1@. Ho does Santa get into a house8 2don the chimne/3
1.7hat food is popular to eat on Christmas da/ in SA and Canada8
2*ur0e/3
1. 7hat do people sing at Christmas time8 2Carols3
!.7hat do children ma0e in the sno in the inter82snoman' angels'
fort=3
!1. 7hat is a popular inter sport8 2s0iing' sledding' sno"oarding=3
!!.7hat is another name for Santa Claus8 2Father Christmas' St.
icholas=.3
!#.7hat is one piece of sno called8 2snofla0e3
!.7hat do people usuall/ put on top of a Christmas tree8 2star' angel3
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!>.7here as Qesus "orn8 2in a manger' in a "arn' in ethlehem3
!?.7hat do /ou ear on /our hands in the inter 2mitts' mittens'
gloves=3!@.ame # things /ou ear in the inter 2hat' coat' gloves' mittens'
scarf=.3
!.ame to things 7esterners cele"rate during inter holida/s
2Hanu00ah' Christmas' e Bear=.etc=3
!.7here can /ou ear a simming suit,"i0ini'.. at Christmas8
2Australia' etc=3
#.ell' Fat man' coo0ies' ra""it. 7hich is not a picture from
Christmas8 2ra""it3#1. 7hat do man/ children hang on a fireplace on Christmas eve8
2stoc0ing3
#!.ame # countries hich have sno in Gecem"er 8 2orea' China'
Jussia' Canada' SA' =.3.
##. 7ho is the man in the red suit and hite "eard that /ou see at
Christmas8 2Santa Claus3
ote: */picall/ /ou need at least ## or so uestions to last a full >
minute class of average level students. Bou can ala/s ma0e up /our on
uestions to match /our students a"ilities.
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L,ABK/AR" DRI//
/evel: An/ 2reall/ good for a armup "efore a short lesson' or possi"l/'
ith a little or0' as a full lesson in and of itself3.
Aims: Encourage careful listening' develop ord memor/' improve
pronunciation
!teri!ls: Seuenced voca"ular/ cards' stop atch
Ste)s:
1. om)ile ! listof ? or @ ords. *he/ could "e a categor/ of ords orords from something that /our students have recentl/ studied.
!. 'rite the voca"ular/ ords on the "oard and model them. 4ractice
pronunciation ith the students chorall/.
#. Hand out copies of voc!#ul!r$ cue c!rdsto each ro of students. *he
first student in the ro gets card 1 and the last student gets card ? or @.
Example: vegeta"les
Student 1 Student ! Student # Student Student > Student ?
peas
carrots
peas
&&&&&&
turnips
peas
carrots
&&&&&&
potatoes
peas
carrots
turnips
&&&&&&
lettuce
peas
carrots
turnips
potatoes
&&&&&&
onions
peas
carrots
turnips
potatoes
lettuce
&&&&&&
"eans
. *ell students to )r!ctice the word drill in seuence. Student 1 sa/s
$peas' carrots( then student ! has to recall the last ord that Student 1
said and so on.
>. *a0e the drill one step further and )l!$ in te!msagainst one another.
%ncrease the difficult/ of the voca"ular/ ords and have students
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memoriIe ords ithout using the cue cards.
'ord h!in R!ce
/evel: An/
Aims: 4ractice spelling and voca"ular/ range "/ connecting ords together
!teri!ls: 7ord Chain Jace sheets' priIe 2optional3
Ste)s:
2ote: *his or0s ell as a armup activit/ as ell as a game to end the
class. *his game can tie into an/ topic of stud/ "/ entering the appropriate
voca"ular/ in the 4oer 7ords "ox.
1. *ell the class that the/ ill "e pla/ing the 7ord Chain 9ame. As0 the
students hat a ch!inis. *hen tell them that the/ ill "e ma0ing a chain of
ords. sing the "oard' sho them that the/ ill "e connecting one ord
to the last letter of the previous ord.
For example: A44LE ELE4HA* *EACHEJ JA% =
Create a chain on the "oard ith the class.
!. %n the ,'0R ',RDS"ox' /ou can enter around > to 1 ords. *hese
ords can "e voca"ular/ that /ou are currentl/ stud/ing ith the class' or
an/ other ords /ou choose to use. 2e.g. Bour name8 Bour countr/83
#. Hand out the worksheetto each pair or group and tell them to 0eep their
paper facedon. Explain that the/ must ma0e a ord chain !s long !s
)ossi#le' and the/ ill receive ; )oint for e!ch wordthat the/ use 2no
points are aarded for misspelled ords3. Also' inform the class that if
the/ rite a ord from the 4D7EJ 7DJGS "ox' the/ ill receive )oints
for e!ch )ower wordused.
Set a time limit 2around # to > minutes3' and have the students count their
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scores. Chec0 the inner6s paper' and either congratulate them or give
them a priIe.
',RDHAI2 RA0O
4D7EJ 7DJGS
http://www.free-graphics.com/clipart/Sports/Racing/Cycling_-_Cartoon_2.shtmlhttp://www.free-graphics.com/clipart/Sports/Racing/Checkered_Flag_1.shtmlhttp://www.free-graphics.com/clipart/Sports/Racing/Checkered_Flag_1.shtmlhttp://www.free-graphics.com/clipart/Sports/Racing/Checkered_Flag_1.shtmlhttp://www.free-graphics.com/clipart/Sports/Racing/Checkered_Flag_1.shtmlhttp://www.free-graphics.com/clipart/Sports/Racing/Cycling_-_Cartoon_1.shtml -
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'eekend Sc!ttegories
/evel: An/
Aims: As0 uestions' use the past tense' listen and get students to tal0
a"out their ee0end
!teri!ls: 7or0sheets at the end of this lesson' cand/ 2optional3
Loc!#ul!r$:
went visited !te cle!ned s!w
Ste)s:
1. 4hotocop/ the interview 5uestionsand cop/ the Sc!ttegories handout on
the "ac0. 4ass out to each student.
!. At the top of the intervie or0sheet are sentences that demonstrate
alliteration and tongue tisters. Gemonstrate ho to sa/ these sentences
correctl/ and have the students repeat after /ou. Focus on $J( and $L( andan/ other pro"lem sounds. )a0e sure the/ loo0 at /our mouth' tongue and
lips to get a "etter grasp.
#. 7rite don the )resent tenseof the ver"s in the voca"ular/ "ox a"ove.
Sa/ a sentence using the present tense and then the past. For example'
$*oda/ % go. Besterda/ % &&&&.( 7rite the past tense on the "oard.
. Explain that /ou ant each person to interview the person "eside them
to find out hat the/ did on the ee0end. se the uestions on the
or0sheet provided and have them rite don the ansers in complete
sentences. Each student should have the opportunit/ to intervie.
Jandoml/ call on students and have them read their ansers aloud.
>. Sc!tt!gories is a fun game that helps students "rainstorm voca"ular/
and can usuall/ last a full > minutes. Split the class into groups ith a"out
? people in each group. *he/ should have the scattegories or0sheet to
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follo. efore /ou "egin' go over each categor/ to "e sure the/
understand.
?. *he rulesof sc!ttegoriesare simple. *he o"-ect is to come up ith aord in each categor/ that is original 2no other group can have used it3.
*he class has # minutes to come up ith one ord for each categor/.
Hoever' the hard part is that the ords must start ith a random letter
of the alpha"et. For example' if /ou chose the letter $S( the categor/
could loo0 li0e this:
ice cre!m fl!vour stra"err/
things in ! cl!ssroom students
After the # minutes as0 each group hat the/ rote for each categor/. %f
an anser is repeated those groups don6t get a point. %f a group has an
original anser then the/ are aarded a pointK
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I. -ongue -wister:
Erica eats eight elephants ever/da/.
)and/ mops muffins on )onda/s.
Jand/ ros rapidl/.
4aul pets 4ete6s parrot.
And/ ate apples after August.
II. !rtner Interview:
7hat did /ou do last ee0end8
7ho did /ou see8
7hat did /ou eat8
7here did /ou go8
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Sc!ttegories
9ame 1:
1. An ice cream flavour &&&&&&&&&&&&&&&&&&&&&&&&&&&
!. Something in a classroom&&&&&&&&&&&&&&&&&&&&&&&&&
#. A fruit&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
. A countr/&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
>. Something /ou ear in summer&&&&&&&&&&&&&&&&&&&&&
?. A colour&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
@. An animal&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&. A food &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
. A gift &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
1. An English name&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
11. A "ig cit/&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
1!. Something that is red &&&&&&&&&&&&&&&&&&&&&&&&&&&
1#. Something that is soft &&&&&&&&&&&&&&&&&&&&&&&&&&
9ame !:
1. A piIIa topping &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
!. Something in a supermar0et&&&&&&&&&&&&&&&&&&&&&&
#. A vegeta"le&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
. A small ton&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
>. Something /ou ear in inter&&&&&&&&&&&&&&&&&&&&&
?. A language&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
@. A game &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
. 7eather&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
. A num"er&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
1. A orean name&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
11. Something in a house&&&&&&&&&&&&&&&&&&&&&&&&&&&
1!. Something that is green &&&&&&&&&&&&&&&&&&&&&&&&
1#. Something that is in /our text"oo0 &&&&&&&&&&&&&&&&
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-e8t#ook Sc!venger Hunt
/evel: An/ 2*his lesson might not last the full > or > minutes. Bou can
pla/ a armup activit/ R7ord Chain Jace' good old $hang man(' etc for the
first >1 minutes3.
Aims: Encourage group or0 through spea0ing and reading
!teri!ls: text"oo0
Ste)s:
1. Suppl/ students ith a listof items to find. %f /ou are restricted to a
classroom' an excellent alternative is to use the students6 te8t#ooks.
!. 9o through the text"oo0 and find = )ictures. )a0e a list of the items
"/ riting don a descri)tionof each picture.
#. 9ive the list to teams of students ho must search out and find the )!ge
num#erthat the particular picture is on. An example of a description ould
"e: $A oman eating piIIa(. Students must find the picture of the oman
eating piIIa and rite don the page num"er.
. As ell' purposefull/ rite don a fe difficult descri)tions that the
students ould most li0el/ not understand. 7hen the students encounter
the difficult descriptions' the/ must as0 for an explanation. *his is done to
encourage the students to communicate ith the teacher.
>. *he first team to complete the list is the innerK
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Find Someone 'ho
/evel: An/
Aims: Jead and understand descriptions' interact ith classmates
!teri!ls: hite,"lac0 "oard or handout
Ste)s:
A find someone who g!me consists of students finding other studentswho m!tch ! given descri)tion.
1. 7rite don 2and have the students cop/3' a list of descri)tionson the
hite,"lac0"oard. Bou ma/ also give them a handout ith the same
information. For example: *he tallest student; has a pon/tail; has "races;
has contacts; has gra/ soc0s etc.
!. After the list is ritten' have the students listen to !nd re)e!t the
descriptions. Guring this time difficult voca"ular/ and pronunciation is
or0ed through.
#. Students then leave their des0s' see0 out' and o#t!in the sign!tureof
students ho match the given descriptions. Students must as0 each other
in English if the/ fit the description. For example: $Go /ou have "races8(
. *he first studentor students to have a signature next to all of the
descriptions is the winner.
7hile /ou can do this as an individual game' it ma/ "e "est done in groups.
%n this variation ma0e teams of >? students ma0ing sure to match up
students of lesser a"ilit/ ith those of higher a"ilit/. Students complete
their individual papers "ut cannot hand them in until the entire group is
finished. sing this format' the higherlevel students help the other
students complete their description papers. *o ma0e the game more fun
for the students' include descriptions such as $has a "o/,girlfriend(etc.
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!king ! onster
/evel: An/
Aims: 4ractice spea0ing and listening through teamor0
!teri!ls: St/rofoam "alls 2# siIes3' googl/ e/es' s0eers' glue' pipe
cleaners and toothpic0s
!king ! onster is ! gre!t s)e!king !nd listening g!me th!t the
students trul$ en3o$. -his w!s ! g!me origin!ll$ designed for !dults
#ut with ! little twe!king it c!n !lso #e !d!)ted to middle !nd highschool students. -his lesson however t!kes ! lot of time so )l!nning
!nd tr!nsl!tions if necess!r$ h!ve to #e done efficientl$.
Ste)s:
1. Find an !rt su))l$ storethat carries the materials a"ove. *hen' using
the supplies /ou have o"tained create a protot/pe monster.
!. *o "egin' voc!#ul!r$ of the "uilding materials must "e emphasiIed.
Sho the students the "uilding materials' hile at the same time riting
the names and draing a picture of each on the "oard.
#. Sho the students a model monster2different from the real protot/pe3
and demonstrate ho /ou ould descri"e the monster.
. A ne monster is hidden #ehind ! #o8at the front of the room. *he
students are placed into teams and the teams are placed in ros.
>. 9o#sare then assigned to the team mem"ers. *he -o"s are $loo0er(' !
$messengers(' a $shop0eeper(' and ! $"uilders(.
?. *he lookeris the onl/ person on the team alloed to see the monster.
*he/ then communicate to a messenger hat supplies are needed to ma0e
the monster.
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@. *he messengerthen tells the shop0eeper hat supplies need "e passed
to the "uilders.
. *he sho)kee)ergives the materials to another messenger ho in turnpasses them on to the "uilders.
. *he loo0er then descri"es the monster and the description is passed
from teammate to teammate until it reaches the #uildersho attempt to
"uild the monster according to the descriptions given.
1. *he team ith the most simil!r monsterto the original is the inner.
Some things to 0eep in mind for this game is that the ma-orit/ of the
lesson should "e used to emphasiIe the voca"ular/ needed to ma0e the
monster' for example siIes' colors' material names' and positions 2"eside'
top' a"ove' "elo' etc3. )a0e sure the loo0ers are highlevel students. As
ell' ma0e sure the loo0ers do not communicate ith the "uilders. *he
message must "e passed don the line of students' similar to $Chinese
7hisper(. Lastl/ ma0e sure the students use English onl/ as the/ ill "e
ver/tempted to use oreanK
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!ssword iction!r$
/evel: An/
Aims: Encourages participation of visual,special learners
!teri!ls: hite,"lac0 "oard lists of collocation ords
Ste)s:
1. )a0e several lists of colloc!tion words. %n this game' students ill "e
as0ed to dra ords that are related to a topic. *eammates must thenguess hat ord the draing represents. An example of a topic ould "e
$*hings that are HD*.( 7ithin this heading ould "e ords such as:
$coffee' sun' fire' oven' "each(
!. *o "egin' model ! to)ic for the class on the "oard. *his serves to
purposes; it gives the students an idea as to ho the game is pla/ed and it
also ma0es the students feel more comforta"le a"out draing hen the/
see ho horri"le an artist their teacher is.
#. Students are then split into two te!ms. Dne student from team A is
selected to dra. *he student is shon the list of ords. %f the student
has trou"le understanding an/ of the ords' /our coteacher 2or a
dictionar/3 should "e availa"le to translate.
. -he to)ic is then ritten on the "oard. *he student is given a set
amount of time to dra all the items on their list and have their teammates
guess the ords.
>. For ever/ ord guessed correctl/' the team receives a point. %f the/
are una"le to guess something and get frustrated the/ can sa/' !ssOand
the student can move on to the next ord on their list. *he team ith the
most points at the end is the inner.
-o)ic ide!s:Summer things' inter things' things in the ocean' things in a
school' fast food' fruit' vegeta"les' American things' "egins ith the letter
A' etc=
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F!mous 2!me &!me
/evel: An/
Aims: 4ractice listening and spea0ing through a fun uestion and anser
game
!teri!ls: names of famous people ritten on pieces of paper
Ste)s:
1. A little research on hich f!mous )eo)leorean students li0e' must "e
done to successfull/ conduct this game. Dnce /ou have done this' ma0e a
list of n!mesand find out some "asic information a"out each.
!. Givide the class into two te!ms. 7rite a list of uestions on the "oard
#. )em"ers from each team must come to the frontof the room and the
name of a famous person is affixed to their "ac0s 2or forehead3 ithout
them seeing it.
. *a0ing turns' the students !sk their te!ms the aforementioned
5uestionson the "oard' one "/ one. *he first student to figure out their
famous person gains a point for their team.
*he students reall/ en-o/ this game particularl/ if /ou use some famous
oreansK
Am I ! m!n or ! wom!n+Am I old or $oung+
Am I sm!rt+
'h!t countr$ !m I from+
Am I good looking+
How old !m I+
0tc.
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R!ce to the Finish
/evel: An/
Aims: Students must find random ords on a printed page as a team
!teri!ls: hite,"lac0 "oard' excerpt from appropriate text' handouts
Ste)s:
1. )a0e a )hotoco)$of a )!gefrom an/ text 2such as a novel or schooltext"oo03. %t should "e fairl/ dense ith ords for advanced students and
a lot less dense for "eginners.
!. 4aste that photocop/ on a larger "lan0 sheet of paper. Qust a"ove the
pasted photocop/' evenl/ rite ABD to !#out 9 along the top and
rite num"ers one to !#out twelve along the side. *hat a/' hen a
student finds a ord the/ can pinpoint the location li0e B!ttleshi) and
announce F? or 1! to prove the/ found it. )a0e enough copies for all
the students in /our class. Bour preparation is done after that.
#. Hand out the photocopies. Dn the "lac0"oard dra an elong!ted
hori?ont!l gridthat should resem"le a straight racetrac0 ith one lane for
each team in the class. um"er the lanes so that trac0 one is team one'
etc. *hen' "rea0 up the horiIontal lanes "/ evenl/ draing eight or more
vertical lines. 7rite the ord FI2ISHat the end and pla/.
; Finish
< Finish
Finish
7 Finish
> Finish
@ Finish
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. !ll out ! wordfrom an/here on the page. *r/ an eas/ ord li0e HA+E
or *H%S at first to let the sloer 0ids 0no the/ can pla/ too. se it in a
sentence if /ou ant. *he students must scan the print and the firststudent to find the ord should raise his,her hand. As0 here the ord is
and the/ should respond' $F?( or something li0e that.
>. %f the/ are correct' dra a c!r on that teamPs grid in the first section
on the trac0. )a0e sure /ou cross out the ord on /our cop/ so /ou donPt
call it againK Call out another ord' ma/"e a more difficult one to ma0e it
challenging for the "etter students. Each time a student finds the right
ord dra a car in their teamPs lane' erasing the previous one until oneteam com)letes the course. At the end give the inning team a hand of
applause or some 0ind of reard.
F!mil$ Feud
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/evel: An/Aims: 4ractice listening and spea0ing in a gamesho setting
!teri!ls: surve/ uestions' "uIIers 2optional3
'e !ll know !nd love the old -L g!me show F!mil$ FeudO -his is !
g!me th!t c!n e!sil$ #e !d!)ted to the cl!ssroom (!nd with ! little
im!gin!tion* c!n #e e8tremel$ interesting to students.
Ste)s:
1. *o ma0e this game realistic' o"tain the ansers to /our surve$ 5uestions
from third /ear students or teacher or0shops. *o do so' have an informal
discussion. As0 them uestions such as their favorite actors' *+ shos'
movies' singers' t/pes of music' "ands' colors' foods' ho""ies' etc. Bou ma/
"e pleasantl/ surprised at ho much the students en-o/ tal0ing a"out their
favorite things. Even the more uiet students can "e engaged in this 0ind
of informal dialogue. 7rite don the @% most )o)ul!r !nswersfrom /our
surve/ and ho man/ people responded ith each anser.
!. *he next step of the game is actuall/ pla/ing it ith the students. *he
game follos the form!t of the -L show.
#. Split up into two teams. Line up > )l!$ersfrom each team in the front
of the room. %f /ou ant' as0 ever/one their names' here the/ are from'
interests' etc. "efore starting.
. *he first person in line on each team gets to go first. Jead the surve/
uestion and the first pla/er to Q#u?? inQ responds. 4ic0 up a couple of
those cheap suea0/ hammers to use as "uIIers if possi"le.
>. %f the student ho "uIIes in first names the; !nswerthe/ in this
portion. %f not' the other pla/er gets to give an anser. %f itPs more
)o)ul!rshe,he ins.
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@. *he team that ins the a"ove portion has # attempts to get ever/
anser in the surve/ uestion. Ask e!ch individual in the team once'starting from the student to the left of the leader and going don the line.
%f the/ strike outtimes' the other team can steal the points ith an/
anser that made it in the surve/. 9ive them a"out # seconds to confer in
a huddle and then tell /ou their anser. %f the/ are correct' the/ steal the
points. %f not' the other team gets to 0eep their points. Aard ;== )oints
for the inners.
. Continue this until either team gets == )oints.
. %n round !' as0 < )eo)lefrom the overall inning team to leave the room.
Call one of them "ac0 in to the class and as0 a series of uestions. 7hen
the/ are finished' call in the other student. e sure to as0 the same
uestions' "ut don6t allo the second person to repeat an/ ansersK 9ive
the students one point for ever/ person ho gave the same anser in the
surve/.
For example:
Host:: Q2!me ! f!vorite fruitQ2host3
Student: A))le 2if #@ people said apple' the/ get #@ points3
%f the sum of "oth their ansers total
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Riddles !nd u??les
/evel: An/
Aims: 4romote group discussion and creativit/
!teri!ls: Jiddles or puIIles found on the %nternet
Ste)s:
1. Find material on the %nternet that is appropriate for /our students6
comprehension level.!. Dividethe class into teams of up to @ students2for riddles3or )!irs
2for puIIles3.
#. For simple riddles' rite @ > 7 points' and so on.
. %f a team gives an incorrect !nswer' the/ are dis5u!lified from that
riddle.
>. For more difficult activities' simpl/ rite the riddle or puIIle on the
"oard 2or distri"ute a handout3 and give the students a set time limit to
figure it out. Aard different points for $under 1 minute(' $under !
minutes(' $under # minutes( etc.
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&
08!m)le Riddle:
@% I !m #rown on the outside.
>% I !m white on the inside.
7% I !m h!rd !nd $ou c!n e!t or drink me.
% I !m h!ir$.
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the individual pieces and have /our students fill on the spaces.
Housew!rming
Level: All levels
Expectations: 1. Students ill "ecome more familiar ith common English
from grocer/ store fl/ers and "e a"le to read them.
!. Students ill have practice ith "udgeting.
#. Students practice event planning.
)aterials: 7estern grocer/ store fl/ers' enough for 1 per pair or group.
+oca"ular/:
Fl/er udget Sale Sales *ax Housearming
4otluc0 9rocer/ List l" %nvitation 4roduce 23
4rocedure:
1. %ntroduce the fl/ers to the students. Giscuss hat the/ are
used for and h/ the/ are useful in ever/ da/ life. 9o over the
various parts of the fl/er 2i.e. t/pes of sections' grocer/ store
address' dates the fl/er is effective' etc3.
!. 9et the students to loo0 over the fl/ers and anser an/
uestions the/ ma/ have' such as $7hat6s a 5l"68 7h/ is l" and 0g
in the fl/er' and h/ do the/ have to different prices8(
#. *ell the students to imagine that the/ are universit/ students
a"road and that the/ have ver/ little mone/ "ecause tuition is
ver/ high. *he/ share an apartment together and ant to thro a
housearming part/' "ut hen the/ pool their mone/ together'
the/ onl/ have T> to spend. *he/ are to use the grocer/ store
fl/ers to ma0e a list of supplies for their part/. Explain to them
the realit/ of a 1>U sales tax that must come out of their T>
"udget. Bou might ant to explain the idea of potluc0 if the
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students are having a hard time deciding hat to "u/.
. Dnce the/ have "udgeted for their part/ and made a grocer/
list' the/ must consider ho man/ people the/ can realisticall/invite' and ma0e a guest list 2including themselvesK3.
>. *al0 a"out invitations. 7hat information goes on an invitation to
a housearming part/8
?. 9et the students to create a sample invitation to their part/ and
then present them and their grocer/ lists to the class.
Adaptations:
*he students could choose the 0ind of part/ the/6d li0e to have 2i.e. a"irthda/ part/' a Halloeen part/' etc3.
For other levels8
Bounger students could plan a part/ ithout a grocer/ store fl/er' and
focus more on the invitation itself.
/ )oniue StQean
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Sentence Scr!m#le
Level: All Levels
Expectations: 1. *o "etter understand articles and pronouns as the/ are
used in English.!. *o engage ith English grammar creativel/.
#. *o "etter appreciate ordorder "ased s/ntax.
)aterials:
Enough -um"led sentences 2of an appropriate level of difficult/3 to cover
the length of time /ou6ve set aside. Students6 text"oo0s are a good source
of or0a"le material. Each sentence should need # to > minutes of class
time.
An A# piece of paper for each group of students. *he/ can either rite
the -um"led sentence don off the "oard and then rearrange it "/
reriting it' or /ou can have the ords the/ need on "ig strips of paper and
have them arrange their reordered sentence on the A# sheet. 7hich is
"est ill depend on the length and complexit/ of the sentences 2rec/cla"le
common ords ma0e strips of paper less la"our intensive3
+oca"ular/:
Qum"le Sentence Jace
nscram"le Stor/ %magination.
4rocedure:
1. %ntroduce the concept of the activit/ "/ riting a -um"led
sentence on the "oard and as0ing hat is rong ith it. As0 them
for the orean ord hich descri"es hat is rong 2"e prepared to
"e told it6s $craI/(3 Explain that in English e can sa/ it is $-um"led(
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!. Explain that the students ill "e in groups' racing each other to un
-um"le the sentences /ou give them. Also explain that there might
sometimes "e to or more valid rearrangements of a sentence2depending on the complexit/ of the sentences used3
#. 7rite a -um"led sentence on the "oard and give the students an
appropriate amount of time to unscram"le it 2hat is appropriate ill
depend on their a"ilit/ levels3 Experimenting ith the difficult/ of
sentences can "e a good first or second class 2if the sentences are
a"out /ou' /our famil/' countr/ etc. and,or are designed to gauge
a"ilit/ levels3
. *he first team to finish can "e aarded points or a small priIe. *he/must hold their A# sheet up' and sa/ the sentence together in its
correct order.
>. %f /ou have time' and have planned /our choice of sentences
appropriatel/' /ou can have the students arrange the reordered
sentences into a stor/' narrative or description to round out the
class.
Adaptations:
For lo level students /ou can practice phonics and pronunciation "/
-um"ling ords rather than sentences 2for example' ersupp $supper(3 .
For more advanced adult classes /ou can choose complex sentences hich
can "e arranged in a num"er of different a/s 2or can have different ords
su"stituted to change meaning or stress slightl/3 Giscussing the su"tle
differences in hat is communicated is a good elucidation of the tonal
ualities of the language' and the different shades of meaning certain
s/non/ms are capa"le of producing. %t also or0s ell in con-unction ith an
activit/ on ver"al stress and the a/s in hich it can alter meaning.
B )AM D6CDDJ
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/etPs &et h$sic!l: 'ord Hunt ode Bre!king
/evel:All Levels
08)ect!tions:
1. Students ill exercise English conversation through ph/sical activit/.
!. Students ill learn ne voca"ular/ hile investigating uestions.#. Students ill put ords together to form a sentence.
!teri!ls: A sufficient siIe outdoor or indoor space' large colourful
laminated ord cards that ma0e a sentence' tape' a uestion clue form' a
decoding sheet' G%C*%DAJ%ES.
Loc!#ul!r$:
Gecode' Clue' Hint'
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teams in the classroom.
!3 Jevie the voca"ular/ 2i.e. decoding' hunting' etc.3 that ma/ or0 in
the game' including the meaning and pronunciation.#3 rainstorm other voca"ular/ that ma/ "e used 2i.e. left' right'
straight' turn' etc.3
3 4ass out the uestion sheet and "riefl/ revie the uestions ith
the students.
>3 Gistri"ute one dictionar/ per group' for reference to uestions' or
reinforce them as0ing the teacher for a further clue to the meaning
of the ord.
?3 Students are directed to find hidden ords 2to place in the spacesprovided' ithin an indoor or outdoor space' "ased on the clues given
on this uestion sheet.3
@3 Dnce the teams find all of the ords' the/ ill then retrieve a
decoding sheet from their teacher.
3 Students then ma0e a sentence ith the ords that the/ have
found' to unravel a clue as to the da/s lesson 2this can "e creative3
a"out English.
3 *he first team to in receives a priIe.
13 Folloup ith an inclass revie of the voca"ular/' uestions and
techniues that the students used to accomplish their goals.
113 *his ma/ "e used to discuss concepts such as leadership' initiative'
etc.
Ad!)t!tions:
1. Bou ma/ choose to modif/ the activit/ "/ length of ords in the
sentence to hunt for and the level of voca"ular/ according to the
level of the students.
!. Supplement recentl/ learned voca"ular/ into the message' to
provide a valua"le learning experience of putting ords together
into fun sentences.3. % am sure that there are more /ou ma/ thin0 ofK
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',RD ARDAn Example
*oda/ e learned Englishtogethe
r
"/ hunting for
ords an decodin a
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d g
sentenceK
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'here is the wordG+
luesHints 'ords
1. 7here is the tallest tree8 &&&&&&&&&&&&
!. 7hen % am sic0' % visit this office. &&&&&&&&&&&&
#. A place to learn English. &&&&&&&&&&&&
. 7hen % ant to exercise' % go to these "ars. &&&&&&&&&&&&
>. eautiful floers here /ou enter the "uilding. &&&&&&&&&&&&
?. 7here do e "rush our teeth and ash our hands8 &&&&&&&&&&&&
@. % sit on this "ench hen % ant to rest. &&&&&&&&&&&&
. % go here to pla/ sports. &&&&&&&&&&&&
. % love pla/ing near the g/m' don6t /ou8 &&&&&&&&&&&&
1. 7here is the gate that cars come into8 &&&&&&&&&&&&
11. 7here is the fitness center8 &&&&&&&&&&&&
1!. A indo "eneath the English roomK &&&&&&&&&&&&
1#. Let is find here e can rec/cle our gar"ageK&&&&&&&&&&&&
NNN'hen $ou !re finished: see $our te!cher for the decoding)!)erONNN
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ecoding the Words!_ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _.
ecoding the Words!_ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _.B )%E )ilasincic
re)ositions !nd Hidden ictures &!me
Level: All levels
Expectations: 1. Students ill learn,revie preposition voca"ular/
!. Students ill "e a"le to ma0e sentences descri"ing location
)aterials: Flash cards of voca"ular/' handout for students' pictures of the
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5hidden o"-ects6
+oca"ular/:
%n, %nside' Dn' Dver' nder' eside,ext to' %n front of' Hidden 2taught
later in the class3
2for more advanced classes' /ou can add:3
eteen' near' far' a"ove
4rocedure:
1!3 %ntroduce the concept of prepositions: descri"ing location
1#3 Sho students flashcards and have them call out the preposition
shon.
13 *each students ho to ma0e sentences descri"ing the flashcard
picture
Ex: *he sheep is "ehind the tree' the floer is under the
"as0et' the sheep is "eteen the floer and the tree.
1>3 Explain Handout to students. *here is a picture on the Handout ith
man/ things in it. Students must loo0 at the picture and rite one
sentence for each preposition given. *hen have a different student
volunteer rite each sentence on the "oard. *hen all students readthe sentence.
Ex: *here are man/ things in this picture /ou can descri"e.
4lease rite one sentence for each preposition given.
1?3 ext explain the concept of the ord 5Hidden( and that there are
hidden pictures in the Handout 4icture. SurpriseK 9et the students
into > or ? groups. Sho them a picture of a Hidden %tem' the first
student to see the item can put up their hand and sa/ a sentencedescri"ing here the o"-ect is 2ex: the feather is on the ra""it6s
ear3. *hat student6s team then gets 1 point.
/ Laurel )cGaniel and Alex E/ler
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Adaptations:
For other levels8 For more advanced classes' /ou can also teach:
eteen' near' far' a"ove' against
After students have ritten the sentences from the handout on the"oard' see if an/one can thin0 of a sentence for the a"ove ords.
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Note: Enlarge the hidden pictures and only show the class one at a time to
find.
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4lease ma0e one sentence for each of the folloing ords:
Inside ,n ,ver Knder Beside Behind In front of
Example: Inside:*he Jaccoon is insidethe log.
,n:
,ver:
Knder:
Beside:
Behind
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In front of:
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