THIS IS A HELPFUL BOOK FOR TEACHERS FOR ALL AGES...
rofessional ersvectives Series Editor Mike Burghall
The
Resourceful
English Teacher
A complete teaching companion Jon Chandler Mark Stone
Foreword T h i s is, i n m a n y w a y s , t h e b o o k that w e w o u l d like t o h a v e b e e n a b l e t o h a v e t o h a n d o u r s e l v e s b o t h as i n e x p e r i e n c e d t e a c h e r s starting o u 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 i n s p i r a t i o n . Rather t h a n f o c u s i n g o n o n e r e s o u r c e a r e a , a s i s o f t e n t h e c a s e , The Resourceful English Teacher addresses t h e f u l l b r e a d t h o f r e s o u r c e s a v a i l a b l e t o the l a n g u a g e t e a c h e r , a n d offers a w i d e v a r i e t y o f activities a n d t e c h n i q u e s for the m o d e r n c l a s s r o o m . T h i s b o o k a i m s to be a r e s o u r c e in itself, presenting stimulating options a n d alternatives but w i t h o u t p r e s c r i b i n g a s p e c i f i c a p p r o a c h t o teaching. It c a n be ' d i p p e d into' for a n e w w a y of r e c y c l i n g v o c a b u l a r y , for e x a m p l e , o r i t c a n b e read at greater l e n g t h in o r d e r to get a fresh p e r s p e c t i v e o n u s i n g , say, n e w s p a p e r s o r t h e O H P . W e h o p e that these pages w i l l b e w e l l - t h u m b e d a n d the a c t i v i t i e s w i l l b e t r i e d , p l a y e d w i t h a n d m o d i f i e d , t o suit y o u a n d y o u r c l a s s e s - a n d that as a result y o u w i l l feel r e f r e s h e d , a n d t h e experience of being in your classroom will be richer, for b o t h y o u a n d y o u r s t u d e n t s . I n short, w e h o p e that i t w i l l e n a b l e y o u t o b e c o m e a more resourceful English teacher. Jon Chandler M a r k Stone
Contents Page Foreword
3
Introduction
6
Section 1
9
Newspapers U s i n g w h o l e newspapers to d e v e l o p and practise reading and speaking skills Section 2
14
Articles M a k i n g the most o f i n d i v i d u a l articles 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 Successfully c a p i t a l i s i n g on the potential of songs Section 4
25
Readers U s i n g graded readers effectively, both in the class a n d in the students' o w n t i m e Section 5
31
Icebreakers a n d W e l c o m i n g Activities G e t t i n g c l a s s e s a n d c o u r s e s o f f t o a g o o d start Section 6
36
Dialogues M a k i n g the most effective use of d i a l o g u e s f r o m any source Section 7
40
W a r m e r s a n d Fillers C h a n g i n g pace, providing contrast and filling a w k w a r d gaps without wasting time 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 out i n the o p e n
4
Page
Section 9
52
Questionnaires H e l p i n g students t o create their o w n lesson a s they ask a n d a n s w e r their o w n q u e s t i o n s 57
Section 10 T h e W o r d Box R e c y c l i n g lexis so that it b e c o m e s part of the s t u d e n 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 students use this often n e g l e c t e d resource to the full 67
Section 12 The O H P C o n v e r t i n g a tool for presentations into a m e d i u m for interactive learning Section 13
72
Computers U s i n g t h e c o m p u t e r a s a v e r s a 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 t h e latest s o f t w a r e Section 14
79
T h e Radio E x p l o i t i n g a rarely used but surprisingly effective m e d i u m Section 15
83
T V and Video G e t t i n g v i d e o t o w o r k rather than s i m p l y entertain Appendix
professional
perspectives
series
.
89
information
95
5
Introduction Planning Your Lessons
Today's language c l a s s r o o m is a c o m p l e x a n d varied place. The d e m a n d s m a d e on the language
The Resourceful English Teacher is not a b o o k of
t e a c h e r are n o less c h a l l e n g i n g .
l e s s o n p l a n s b u t o f a c t i v i t i e s , strategies a n d g a m e s ,
On the o n e h a n d , y o u m a y be in a p o s i t i o n w h e r e
d e s i g n e d to help y o u e x p l o i t the resources and
all current t e c h n o l o g y is at y o u r d i s p o s a l
t o o l s a r o u n d y o u , whatever they are.
( c o m p u t e r , v i d e o , internet). O n t h e o t h e r h a n d ,
• S t u d e n t s e n j o y songs b u t , in fact, rarely
y o u m a y find yourself in a p l a c e w h e r e e v e n a
w a n t t o s i n g t h e m . W h a t else c a n y o u d o ?
b l a c k b o a r d w o u l d be a luxury.
• L o w l e v e l s t u d e n t s f i n d video d a u n t i n g .
In b o t h c a s e s , y o u are r e q u i r e d to be resourceful.
W h a t k i n d s o f tasks c a n b r i d g e t h e gap?
This b o o k is designed to help y o u in either of these c i r c u m s t a n c e s , o r a s i s m o r e t h a n p r o b a b l e ,
• H o w c a n y o u use t h e O H P t o c r e a t e a n
i n a n y o f the v a r i e t y o f s i t u a t i o n s that l i e b e t w e e n .
interactive grammar game? • W h a t do y o u do w i t h a radio in a
Using This Book
classroom?
The Resourceful English Teacher has b e e n w r i t t e n
A s this i s n o t a b o o k o f l e s s o n p l a n s , y o u c a n b e
to be useful to a w i d e v a r i e t y of t e a c h e r s of E n g l i s h .
f l e x i b l e i n t h e w a y y o u use the a c t i v i t i e s . T h e y c a n be u s e d w i t h i n a r a n g e of d i f f e r e n t l e s s o n f o r m a t s
• For the less experienced teacher, t h e r e is a
a n d a t d i f f e r e n t stages o f t h e c o u r s e .
w e a l t h o f ideas t o h e l p y o u b u i l d u p a repertoire of activities in the c l a s s r o o m .
• A filler m a y c o m e at t h e b e g i n n i n g of a lesson, to liven up students, in the m i d d l e ,
• For the more experienced teacher, s o m e of the ideas i n t h e b o o k m a y a l r e a d y b e
to i n d i c a t e a c h a n g e of p a c e or f o c u s , or at
familiar, a l t h o u g h , even w i t h the tried a n d
the e n d , to fill an a w k w a r d gap.
tested activity, w e h a v e a t t e m p t e d t o f i n d a
• A circle game m i g h t be u s e d to f i n d o u t
n e w twist. H o w e v e r , most w i l l b e n e w a n d
w h a t students k n o w or to practise w h a t y o u
w i l l h e l p y o u t o see t h e r e s o u r c e s a v a i l a b l e
•
h a v e a l r e a d y t a u g h t t h e m ... o r b o t h .
to y o u in a n e w l i g h t .
• A n icebreaker c a n b e u s e d a t t h e b e g i n n i n g
• For the teacher trainer, t h e r e is a w i d e
of a c o u r s e or as a w a y of c l e a r i n g the air
range o f m a t e r i a l s t o h e l p y o u p l a n s e s s i o n s
after a n e x a m .
o n i n d i v i d u a l areas o f c l a s s r o o m t e c h n i q u e .
6
Planning Your Course If y o u w o r k w i t h a c o u r s e b o o k y o u m a y be
• W o r d box a c t i v i t i e s c a n be u s e d to b u i l d
l o o k i n g for w a y s o f b r i n g i n g i n a u t h e n t i c m a t e r i a l s
y o u s t u d e n t s ' a c t i v e v o c a b u l a r i e s o v e r the
either to a u g m e n t a u n i t or to r e p l a c e m a t e r i a l s
course.
that are less r e l e v a n t to y o u r s t u d e n t s ' interests or
• Articles a c t i v i t i e s c a n h e l p to e s t a b l i s h
needs. If this is t h e c a s e , t h e S e c t i o n s on
Newspapers,
Articles a n d
Songs w i l l
give you
strategies that s t u d e n t s c a n use w h e n
the
reading o n their o w n .
ideas y o u n e e d t o d o this w i t h c o n f i d e n c e .
• A circle game c a n be p l a y e d s e v e r a l t i m e s .
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 use e x i s t i n g c o u r s e
E a c h t i m e y o u c a n 'stir i n ' m o r e l a n g u a g e ,
material but in a d i f f e r e n t w a y that w i l l b r i n g it to
making it more challenging.
life for y o u r c l a s s . • Dialogues c a n be p r e s e n t e d in a v a r i e t y of ways and then practised in order to m e m o r i s e p h r a s e s o r w o r k o n stress, r h y t h m and intonation. • G r a m m a r can be practised out l o u d using circle games. • P e r s o n a l i s e d s p e a k i n g tasks c a n b e t u r n e d into questionnaires f o r s t u d e n t s w h o are reluctant to v o i c e their o p i n i o n s spontaneously. A n u m b e r o f a c t i v i t i e s i n his b o o k w o r k w e l l a s 'threads' t h r o u g h o u t a c o u r s e . T h i s m e a n s that y o u c a n use t h e m o n a r e g u l a r b a s i s , p e r h a p s o n c e o r t w i c e a w e e k to g i v e c o h e r e n c e a n d s t r u c t u r e to a series o f l e s s o n s . A s students b e c o r n e m o r e f a m i l i a r w i t h the a c t i v i t i e s , t h e y w i l l b e g i n t o use them^more e f f i c i e n t l y a s t h e n e e d t o e x p l a i n t h e ' h o w s ' a n d the ' w h y s ' o f the g a m e d i m i n i s h .
7
Finding Your Way
c l a s s as a w h o l e . If there is a c o m p e t i t i v e e l e m e n t , or if the students need to be able to m o v e a r o u n d ,
T h e t w o h u n d r e d a c t i v i t i e s o f The Resourceful
t h e n this t o o i s i n d i c a t e d .
English Teacher h a v e b e e n d e s i g n e d to be as a c c e s s i b l e a n d e a s y t o use a s p o s s i b l e .
Equipment / Materials H e r e are listed t h e t h i n g s y o u w i l l n e e d t o h a v e w i t h y o u in the c l a s s r o o m .
Sections T h e b o o k has b e e n o r g a n i s e d i n t o S e c t i o n s , e a c h
Plus...
of w h i c h focuses on a particular resource. You w i l l
H e r e y o u w i l l f i n d a n y s p e c i f i c m a t e r i a l s that y o u
f i n d a v e r y brief e x p l a n a t i o n o f e a c h r e s o u r c e o n the
w i l l need to f i n d , or to prepare, a n d on w h i c h the
Contents p a g e s .
a c t i v i t y is b a s e d .
Activities
Appendix
E a c h A c t i v i t y has b e e n g i v e n a short a n d , w e
S u g g e s t e d m a t e r i a l for s o m e o f t h e a c t i v i t i e s f r o m
h o p e , m e m o r a b l e title f o l l o w e d b y a b r i e f
t h e Circles s e c t i o n is p r o v i d e d in a separate
d e s c r i p t i o n o f t h e m a i n a i m a n d a set o f
A p p e n d i x a t t h e b a c k o f the b o o k .
p r o c e d u r e s that c a n be t a k e n in at a g l a n c e .
Headings A series o f H e a d i n g s i n d i c a t e s e v e r y t h i n g y o u need to k n o w to carry out each activity successfully. Levels W e h a v e suggested w h a t w e c o n s i d e r the o p t i m u m l e v e l , o r r a n g e o f l e v e l s , for e a c h a c t i v i t y . T h e s e are d e s c r i b e d as: b e g i n n e r , e l e m e n t a r y , preintermediate, intermediate, upper-intermediate and advanced.
m
Activity types W e i n d i c a t e w h e t h e r students w i l l b e w o r k i n g i n pairs or g r o u p s ; if this is s u g g e s t e d as an o p t i o n , t h e n the a c t i v i t y c a n a l s o b e o r g a n i s e d f o r t h e
8
Newspapers N e w s p a p e r s are a v a l u a b l e but o f t e n u n d e r - u s e d c l a s s r o o m r e s o u r c e . T h e r e is a b r e a d t h of c o v e r a g e i n t h e m , w h i c h m e a n s there i s s o m e t h i n g o f interest t o a l m o s t a l l readers. T h e y p r o v i d e a g o o d source o f p o p u l a r c u l t u r e , a s t h e y o f t e n i n c l u d e articles o n p o p m u s i c , T V a n d sport, a s w e l l a s a d v e r t i s e m e n t s for p r o d u c t s a n d e v e n t s . O n e newspaper m a y be the source of a w i d e range of activities, for a l l l e v e l s . M a n y t e a c h e r s are a f r a i d that t h e i r students m i g h t be i n t i m i d a t e d by 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 . In this s e c t i o n , h o w e v e r , we offer a r a n g e of a c t i v i t i e s w h i c h a c q u a i n t students w i t h n e w s p a p e r s t h r o u g h a p p r o p r i a t e tasks for t h e i r l e v e l o f E n g l i s h . You m a y w i s h t o c o n s i d e r w h i c h E n g l i s h - s p e a k i n g countries y o u r students i d e n t i f y w i t h m o s t positively. V e r y o f t e n this i d e n t i f i c a t i o n conveniently c o i n c i d e s w i t h the a v a i l a b i l i t y of n e w s p a p e r s , but it is w o r t h r e m e m b e r i n g that m o s t newspapers c a n be o b t a i n e d f r o m their publishers by post.
Newspapers
Ailing Newspaper
D e s c r i b e a Typical Reader Use
newspapers
students'
to
curiosity
speaking
stimulate about
your
English-
A
challenging
students
at
task the
which
heart
puts
Preconceptions your
of Fleet
Street
Elementary
Level
onwards
Intermediate
Activity type
Groupwork
None
Equipment/ Materials
None
Plus
Three or four
find
Plus...
T w o different English language
language
(see
Put the students into small groups.
•
G i v e each group a different
•
Pre-intermediate
Activity type P a i r w o r k / g r o u p w o r k Equipment/ Materials
newspapers
Plus ...
below)
None T w o or t h r e e B r i t i s h
newspapers.
Suggestions for U K
newspapers
are
and
newspaper. T h e a i m for e a c h g r o u p
The
is to use any clues in the n e w s p a p e r
The
The
The
Times,
The
Independent, Daily
Guardian
The
•
Times
d o w n a n u m b e r of generalisations
and
c o n c e r n i n g British a n d A m e r i c a n
and
p e o p l e that they t h e m s e l v e s m i g h t
Telegraph.
feel to be true, for e x a m p l e •
At lower levels, brainstorm any
l o o k like?' ' W h a t ' s her taste in board.
their views.
n e w s p a p e r s for e v i d e n c e to prove o
Reveal
The
the
•
truth
(The
946,697;
The
Independent
March
Daily
The
Guardian
stage the g r o u p s c a n o n l y suggest a
Times
few generalisations, you may wish
409,569;
221,926,
as
At higher levels this activity c o u l d
next stage.
T h e n tell the students that t h e y are n e w s p a p e r with the
lower
suggest different business p l a n s that
politics in m o d e r n Britain, the U S A
will
wherever.
revive that p a r t i c u l a r
newspaper's circulation. •
the b o a r d , before g o i n g on to the
2003).
circulation. In groups, they should
w i d e r discussion of class and
to p o o l these, by writing t h e m on
at
w o r k i n g as consultants to the
be used as an i n t r o d u c t i o n to a
or
newspapers a m o n g the pairs/groups a n d the students s h o u l d search the
Telegraph
description of their typical reader to
•
the most c o p i e s per m o n t h a n d w h y . T h e y t h e n tell the class, justifying
671,340;
Students then present the the class.
O n c e students have c o m p l e t e d theii lists, c i r c u l a t e British a n d A m e r i c a n
refute t h e i r a s s e r t i o n s . If at the initia •
a picture of their i m a g i n a r y reader. •
•
w h i c h n e w s p a p e r they think sells
clothes?' a n d write these on the
these questions in order to b u i l d up
' A m e r i c a n s are m o r e c o n c e r n e d w i t h m o n e y , the British w i t h class.'
students d e c i d e in their groups
p e r s o n , for e x a m p l e ' W h a t d o e s h e
In g r o u p s , students try to a n s w e r
Tell the students that they are to d e c i d e w h i c h o f the t w o newspapers has the higher c i r c u l a t i o n . T h e
q u e s t i o n s o n e m i g h t ask a b o u t a
•
Put the students into pairs or s m a l l groups a n d ask the students to write
Independent
to help write a d e s c r i p t i o n of this
•
American
newspapers
Put the students into groups a n d
typical person w h o might read this
reader.
Help
give out c o p i e s of t w o rival
n e w s p a p e r and the n a m e of a
typical
know
people?
out
and •
students
(optional)
different English newspapers
to
your American
onwards
Groupwork
...
do
and
Level
onwards
Equipment/ Materials
Activity type
well
British them
cultures
Level
How
After a short time the groups c a n present their plans to the class. At the e n d , the class vote for the p l a n that they feel is m o s t l i k e l y to succeed.
10
•
O n c e all the n e w s p a p e r s have been circulated, each group should make a p r e s e n t a t i o n in w h i c h t h e y tell the class w h i c h generalisations have been confirmed, and w h i c h have b e e n d i s p r o v e d , g i v i n g their reasons as they go along.
Newspapers
Present a N e w s p a p e r Learn
about
newspapers deal
of
-
the and
vocabulary
differences practise as
a
Newspaper
between
Use
a
good
to
discover
the
two
cultures
as
well
'pyramid'
Newspaper Q u i z
Cultures
discussion
(see
differences
below)
between
exemplified
in
Use
an
your
element
students
of
competition
reading
to
get
newspapers
their
newspapers
Level
Level
Elementary
Intermediate
Activity type
Activity type
Groupwork
Equipment/ Materials
Equipment/ Materials
None
Plus...
Plus ...
One
Elementary
to
different
Level
Elementary
Groupwork
Activity type
Groupwork
None
Equipment/ Materials
Photocopies
Copy/copies of an
Plus
M u l t i p l e c o p i e s of a
English
onwards
...
single
language
n e w s p a p e r for every
n e w s p a p e r a n d of a
three or four students
first l a n g u a g e
in the class
newspaper
•
onwards
newspaper
Prepare a written q u i z , the length and difficulty of w h i c h will depend on the level of your class.
•
Pre-teach a n y essential vocabulary,
article,
for
feature,
newspaper
Pre-teach
any essential
column,
vocabulary,
headline.
article,
example
caption,
•
for
newspaper
column,
example
feature,
caption,
•
Questions may be o p e n and aim to stimulate d i s c u s s i o n , for e x a m p l e ,
headline.
'What would you watch on •
Put the students into s m a l l g r o u p s of
Thursday night and why?' or closed
and give each group a different
a m a x i m u m of six students. G i v e
w i t h right/wrong answers, for
newspaper.
each of these groups an
example:
Put the s t u d e n t s i n t o s m a l l g r o u p s
•
l a n g u a g e n e w s p a p e r a n d a first
• Tell t h e m to a n a l y s e a l l t h e d i f f e r e n t
' W h a t w a s the
temperature
in Athens yesterday?'
l a n g u a g e n e w s p a p e r for a s i m i l a r
sections of the n e w s p a p e r to see
readership,
how much column space is
and
allocated to different topic areas 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 is.
English
•
The
for e x a m p l e
D i v i d e the g r o u p into t w o , so that
Times.
description of the n e w s p a p e r that
The others study
The
E l Pais.
T h e y s h o u l d analyse all the different
they have b e e n e x a m i n i n g to the
sections of their n e w s p a p e r to see
class.
h o w m u c h column space is allocated to different topic areas. •
Students then w o r k together within the larger g r o u p to p r o d u c e sentences c o m p a r i n g the t w o n e w s p a p e r s , for e x a m p l e : 'There are m o r e sports in
•
•
pages
in
The
Times t h a n
El Pais.'
Pool the observations by a s k i n g e a c h g r o u p in turn to read out their sentences.
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 set the
half of the g r o u p l o o k s at
• The students then present the
Times
El Pais.
Invite d i s c u s s i o n o n t h e
possible differences between the two countries.
11
•
quiz.
Discuss the answers.
Newspapers
Where Are The Correspondents? Excellent way
practice
around
a
for
finding
newspaper
one's
and
H e a d l i n e ' C a l l M y Bluff'
A r t i c l e Pairing Persuade
your
armoury
of
students reading
to
use
their
A
panel
game
language
skills
words,
scanning
already
used
classrooms but
not
as
in
with yet
English individual
with
newspaper
onwards
headlines
Level
Beginner
Level
and
Elementary
Activity type
Level
Intermediate
Activity type
Competitive
Pairwork/groupwork
Activity type
Groupwork
(optional)
Equipment/ Materials
None
Plus
One copy of two
Equipment/ Materials
Photocopies
Plus ...
A c o p y of a d i f f e r e n t
different
English
for e a c h g r o u p
...
language
newspaper and
the w o r l d for e a c h
activity/game
pair/group of students
•
•
G i v e each pair/group a p h o t o c o p i e d
A range of n e w s p a p e r
...
D i v i d e the class into groups or teams, and give each team two or
give e a c h g r o u p t w o different
three articles with a m b i g u o u s
newspapers, preferably a quality
h e a d l i n e s , for e x a m p l e , ' S o a p O p e r a
newspaper and a tabloid.
Star Still 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 on Tables' (You w i l l
A s k e a c h g r o u p t o d r a w u p a list o f
need
t w e l v e different articles if there are
articles on the same subject in e a c h •
Plus
Put the students into g r o u p s a n d
Put the students into pairs or s m a l l groups.
None
a r t i c l e s (see b e l o w )
• •
Equipment/ Materials newspapers
a
photocopied map of
•
Pre-intermediate onwards
four
newspaper, for e x a m p l e , different
teams.)
m a p of the w o r l d a n d a different
reports of the s a m e c r i m e ,
newspaper
conflicting reviews of the same film.
alternative stories that c o u l d e q u a l l y
g e n e r a l l y w o r k better for this
Students n e e d not read all the
well
activity).
articles in their entirety, but m e r e l y
(serious
newspapers
e n o u g h of each article to be able to
Tell t h e m that e a c h n e w s p a p e r has
•
•
the students to present their findings
correspondents for the n e w s p a p e r
to the class.
a c c o m p a n y these headlines.
T h e g a m e starts.
Each team presents
i n v e n t e d stories a n d the original
Extend the activity by e n c o u r a g i n g
their m a p the location of all the
Each team s h o u l d m a k e up three
their h e a d l i n e a l o n g w i t h the three
i d e n t i f y its s u b j e c t .
c o r r e s p o n d e n t s in different parts of the w o r l d ; their task is to m a r k on
•
story. •
The other teams decide w h i c h of
that they h a v e b e e n g i v e n .
the f o u r stories t h e y h a v e just h e a r d
At the e n d of the activity, all the
accordingly.
is the most plausible. A w a r d points •
maps and newspapers can be compared.
12
Newspapers
Chequebook
journalism
The
newshounds
have
some
good
-
them
for
stories a
good
Level
can
sniffed
out
they
sell
Pushy Se//
pictures
and
Level
onwards
Elementary
onwards
Activity type M i n g l e / o p e n s p a c e
activity
how
much about
Materials Plus...
from English language
Intermediate Groupwork;
Equipment/ Materials
None Newspaper (see
activity
Plus
...
Photocopies Photocopies of four or five n e w s p a p e r
below)
articles, each from a •
• Cut out i n d i v i d u a l short n e w s stories
a l o w - c u t d r e s s or B r a d Pitt w i t h o u t
is
one good source.
newspaper and give the journalists
•
to the highest b i d d e r . T h e y h a v e to
newspaper
•
to omit the headlines.
D i v i d e the class into 'editors' a n d •
T h e p h o t o g r a p h e r s s h o u l d try to sell
British
newspaper
they are taken f r o m , s u p p o r t i n g their decision using their o w n k n o w l e d g e
the highest price. Encourage fierce c o m p e t i t i o n !
Tell t h e m to s k i m the articles a n d decide which
their p h o t o g r a p h s to the editors for
•
G i v e y o u r students a s e l e c t i o n of perhaps five articles. You m a y wish
'photographers.'
a story e a c h . • The journalists a i m to sell their story
•
his shirt.
• Divide the class into 'journalists' and 'editors.' A s s i g n the editors a
different
Cut out some typical paparazzi shots, for e x a m p l e Jennifer L o p e z in
from a n e w s p a p e r - the ' N e w s in
Guardian
onwards
(optional)
below)
The
have
language
competitive
photographs
newspapers
of
students
Level
activity
None
(see
your English
Activity type
Equipment/ Brief n e w s stories
section
See
newspapers
Equipment/
Brief
English
price?
Intermediate
Materials
learn
Spot the Paper
learned
Activity type M i n g l e / o p e n s p a c e
Plus ...
Paparazzi
of the press. •
A l t e r n a t i v e l y this c a n be p l a y e d as a
think of different a r g u m e n t s that w i l l
g a m b l i n g game, the students w h o
persuade the editors of e a c h
guess correctly w i n n i n g token
newspaper to b u y their story.
money, the others losing their o r i g i n a l bets.
• The editors have 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 readership. • At the e n d of t h e a c t i v i t y t h e e d i t o r s tell t h e 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 bought and give their reasons.
13
Newspapers
Chequebook The
newshounds
have
some
good
-
them
for
stories a
good
Level
Pushy
Journalism sniffed can
out
they
Sell
pictures
and
English
See
how
learned
much about
Level
onwards
Elementary
Level
onwards
Plus...
Brief n e w s stories
Materials Plus...
Equipment/ Materials
None Newspaper
from English language
photographs
newspapers
(see
Plus
...
onwards
Photocopies Photocopies of four or five n e w s p a p e r
below)
articles, each from a
below) •
a low-cut dress or Brad
from a n e w s p a p e r - the ' N e w s in
newspaper and give the journalists
t o the highest b i d d e r . T h e y h a v e t o
•
G i v e y o u r students a s e l e c t i o n of perhaps five articles. You m a y w i s h
D i v i d e the class into 'editors' a n d •
'photographers.'
Tell t h e m to s k i m the articles a n d decide which
•
a story e a c h . • The journalists a i m to sell their story
newspaper
to omit the headlines. •
• Divide the class into 'journalists' and 'editors.' A s s i g n the editors a
Pitt w i t h o u t
his shirt.
is
one good source.
different
Cut out some typical paparazzi shots, for e x a m p l e Jennifer L o p e z in
• Cut out i n d i v i d u a l short n e w s stories
Guardian
Intermediate
(optional)
Equipment/ None
The
have
language
competitive activity
activity
Equipment/ Materials
of
students
Activity type G r o u p w o r k ;
Activity type M i n g l e / o p e n s p a c e
activity
(see
your English
newspapers
price?
Intermediate
section
learn
sell
Activity type M i n g l e / o p e n s p a c e
Brief
Spot the Paper
Paparazzi
•
British
newspaper
T h e p h o t o g r a p h e r s s h o u l d try to sell
they are taken f r o m , s u p p o r t i n g their
their photographs to the editors for
decision using their o w n k n o w l e d g e
the highest price.
of the press.
Encourage fierce c o m p e t i t i o n !
•
A l t e r n a t i v e l y this c a n be p l a y e d as a
think of different a r g u m e n t s that w i l l
g a m b l i n g game, the students w h o
persuade the editors of e a c h
guess correctly w i n n i n g token
newspaper to b u y their story.
m o n e y , the others losing their o r i g i n a l bets.
• The editors 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 readership. • At the e n d of t h e a c t i v i t y t h e e d i t o r s tell t h e 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 bought and give their reasons.
13
Articles M a n y c o u r s e b o o k s c o n t a i n a r t i c l e s , o r parts o f articles, from newspapers and m a g a z i n e s . S o m e t i m e s , these are g r a d e d t o t h e s t u d e n t s ' l e v e l , but i n c r e a s i n g l y t h e y r e m a i n a s a u t h e n t i c m a t e r i a l . V e r y o f t e n , ' r e a l ' a r t i c l e s are i n c l u d e d a l o n g w i t h appropriate activities, w h i c h dovetail w i t h the book's grammatical and lexical syllabus. Selecting your o w n articles from English language n e w s p a p e r s a n d m a g a z i n e s has a d d i t i o n a l advantages. Newspapers and magazines contain a n e n o r m o u s r a n g e o f text t y p e s . M a n y s u b j e c t s are c o v e r e d in a v a r i e t y of styles a n d registers, a l l o w i n g y o u t o c h o o s e s o m e t h i n g that suits b o t h y o u r s t u d e n t s ' n e e d s a n d interests. A r t i c l e s c a n b e t o p i c a l . Students c a n use t h e i r k n o w l e d g e o f current events as w e l l as their o w n e x p e r i e n c e to h e l p t h e m u n d e r s t a n d w h a t t h e y are r e a d i n g a n d this w i l l h e l p t h e m b e c o m e m o r e c o n f i d e n t .
Articles
Information G a p Different same
newspapers
often
cover
the
stories
Same
story
differences
Level
Elementary
Activity type
Collocation
Style a n d Register
onwards
but in
look
out
for
the
language
Level
Intermediate
Exploit and
onwards
newspapers practise
Prediction
in new
order
Intermediate
Pai rwork/grou p w o r k
P a i r w o r k/g r o u p w o r k
Activity type
Pairwork/groupwork
Activity type
Photocopies
Equipment/ Materials
Photocopies
Equipment/ Materials
Photocopies
Plus...
Two
Plus
Two
Plus
A
articles
...
(see b e l o w )
newspaper
a r t i c l e s (see
and a simple table
(see
(see
below)
...
below)
a n d a list of q u e s t i o n s
below)
onwards
n e w s p a p e r article
(see
•
present
Level
Equipment/ Materials
newspaper
to
collocations
below)
F i n d a text w h i c h is r i c h in c o l l o c a t i o n s . Political articles are
• Choose two articles, both on the
C h o o s e t w o articles f r o m t w o
g o o d a n d full of such e x a m p l e s as
same subject, f r o m t w o different
•
newspapers, both on the same
'hotly d e n i e d ' , 'flatly refused' or
newspapers. Before the lesson,
subject but differing in terms of style
'sweeping
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 fit
a n d register. B e f o r e the l e s s o n ,
any of the f o l l o w i n g c a t e g o r i e s :
p r o d u c e a table consisting of three
(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
vertical c o l u m n s headed 'Information
information from both the articles;
contained o n l y in article A',
(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
'Information contained only in
answers from the t w o articles:
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
(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
articles A a n d
B'.
Photocopy one
can only be f o u n d in o n e of the
c o p y of this table, as w e l l as a c o p y
articles. P h o t o c o p y o n e c o p y o f the
of e a c h article, for e a c h student.
set o f q u e s t i o n s , a n d o n e c o p y o f each article, for e a c h student.
•
Put the class into 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 student in
• Put 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
e a c h student in g r o u p B a c o p y of
in group A a c o p y of article A, a n d
article B. A s k the students to read
each student in g r o u p B a c o p y
the w h o l e of their article i n d i v i d u a l l y
of article B. A s k the students to
and resolve any problems, either by
read the w h o l e o f t h e i r a r t i c l e
discussion, w i t h i n their g r o u p or by
individually at this stage.
using a dictionary. •
At the e n d of this stage put students
articles, t h e y s h o u l d , w i t h i n t h e i r
into AB pairs. G i v e e a c h pair a table
groups, resolve a n y v o c a b u l a r y
to fill in. W h e n they have finished
p r o b l e m s , first b y d i s c u s s i o n a n d
ask t h e m to select four or five of the
then, if necessary, by u s i n g
items that they h a v e written
dictionaries.
c o l u m n labelled 'Information in
• Hand out the q u e s t i o n s . W o r k i n g in A B pairs, students p o o l i n f o r m a t i o n and discuss d i f f e r e n c e s in t h e i r answers.
articles A a n d
P h o t o c o p y t h e list f o r e a c h p a i r o f students. •
u n d e r l i n e the phrases that express these items. Discuss the differences in language.
15
In pairs s t u d e n t s try to m a t c h t h e w o r d s in order to r e p r o d u c e the ten collocations. C h e c k their answers at this stage.
•
A s k the students w h i c h current news story the c o l l o c a t i o n s have been t a k e n f r o m . If t h e y d o n ' t k n o w , tell t h e m . A s k the students to suggest any other phrases or vocabulary items that they think are likely to o c c u r in the story a n d write these on the b o a r d .
•
In pairs or g r o u p s , the students include the original collocations, and any of the phrases agreed o n , in order to create their o w n version of the o r i g i n a l n e w s story.
in the
B'. A s k t h e m t o
Take out ten c o l l o c a t i o n s a n d type t h e m a s a list o f i n d i v i d u a l w o r d s .
g r o u p A a c o p y of article A, a n d
A and group B. G i v e e a c h student
• W h e n the students h a v e read their
•
changes'.
•
T h e students then read the original newspaper article and c o m p a r e it with their o w n version.
Articles
Headline
Prediction
Maximize
your students' curiosity
before
reading
Level
a
newspaper
A roleplay with a difference
Level
Pre-intermediate
Level
Pre-intermediate
a
good
film
Activity type G r o u p w o r k
Activity type G r o u p w o r k ;
Equipment/
(optional)
Equipment/
Equipment/
O H P ; photocopies
Materials
A newspaper article
Plus ...
below)
P r e - i n t e r m e d iate onwards
homework
(see
enjoys
onwards
Activity type G r o u p w o r k
Plus ...
Everybody
article
onwards
Materials
Film Reviews
Obituaries
Materials Photocopies
Plus ...
F o u r or f i v e o b i t u a r i e s
Photocopies A s e l e c t i o n of f i l m reviews
a n d a sheet of p a p e r •
with four or five
On an O H P , s h o w the students the
(see
s h o u l d try t o p r e d i c t w h a t t h e a r t i c l e might be about. •
similar in length. Photocopy one c o p y of e a c h for every student.
•
C o l l e c t four or five interesting •
Put the class into g r o u p s of four or
obituaries.
e a c h obituary for every student.
five (depending on the n u m b e r of
Put the students into four or five
student in e a c h g r o u p a different
groups. G i v e each g r o u p a different
film review. A l l o w the students time
o b i t u a r y to study.
to read the reviews.
Y o u m a y w i s h to ask the students to write them on O H T s in order to
Photocopy one copy of
reviews you •
w o u l d like the article to answer.
•
below)
O n c e they have agreed on the
t h e m to write ten q u e s t i o n s that they
•
Select four or five reviews of current c i n e m a releases. They s h o u l d be
actual subject of the article, put t h e m into small groups a n d ask
•
•
names on it
headline to an article. Students
•
W h e n they
have fully
understood
•
have).
Give each
Take b a c k the r e v i e w s . Tell the
c o m p a r e t h e m as a class.
the c o n t e n t of the article that they
students that e a c h g r o u p is g o i n g
have been given,
out to see a f i l m together; they have
Students then read the article to see
into n e w groups. Each of these n e w
to d e c i d e w h i c h film they want to
w h e t h e r their o w n questions have
g r o u p s s h o u l d c o n t a i n a t least o n e
see. Students discuss the films and
been
student from e a c h of the original
negotiate a plan for the e v e n i n g .
answered.
groups.
In their g r o u p s , the students m a y then discuss likely answers to their
reseat the class
• •
remaining questions.
Each g r o u p then tells the class
E a c h s t u d e n t takes it in turns to
w h i c h film they have chosen and
r e m i n i s c e a b o u t their life a n d t i m e s .
why.
( O n l y a l l o w reference to the text if essential.) T h e other students ask
•
At l o w e r levels, y o u m a y w i s h to
questions and sympathize.
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
G i v e t h e m time, o n c e the activity is
they meet the other students w h o
over to m a k e notes, asking further
have read a different review.
reading the s a m e review, before •
questions if necessary. These notes c a n then be written up for homework.
16
Articles
Day-by-Day Weather Reports Everybody always prepare
knows talk
that
about
your
Level
the
the
English
weather
-
W o r l d W e a t h e r Reports Widen
your
class's
Everybody question
horizons
loves is,
is
giving it
advice
good
-
the
enough?
students!
Level
Beginner to Pre-intermediate
Activity type
Whole
Equipment/ Materials
O H P
Plus...
weather
A g o n y Aunts
Level
Pre-intermediate onwards
class
(optional);
Activity type
Whole
Equipment/ Materials
Single V H S
Activity type
class
player
photocopies
+ TV (optional);
A weather
photocopies
report
Plus...
c o p y of the w o r l d
national or international) f r o m the
weather
current day's n e w s p a p e r , or m a k e a
Photocopies
Plus...
A problem
page
from a magazine or
•
newspaper
•
report
M a k e a r e c o r d i n g of the TV n e w s
replies giving advice. •
weather report and m a k e a c o p y of • Study it as a c l a s s , f o c u s i n g on t h e
the ' A r o u n d the W o r l d ' section of
language used to d e s c r i b e the
the current day's n e w s p a p e r
weather.
weather report for every t w o or
•
weather is like. A s k t h e m if they
•
three of the replies and p h o t o c o p y
•
language used.
in the class.
H a n d out the ' A r o u n d the W o r l d ' p h o t o c o p i e s a n d allocate a city to
weather. M a k e a r e c o r d of t h e s e .
•
p h o t o c o p y of the three replies) a n d
prepare to give a brief w e a t h e r
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
report f r o m their part of the w o r l d .
the c l a s s ' s f o r e c a s t w i t h t h e o n e i n
G i v e t h e m time to prepare this a n d
the p r e v i o u s d a y ' s n e w s p a p e r .
h e l p with a n y v o c a b u l a r y ; ask t h e m
ask e a c h pair of students to m a t c h t h e m . E x p l a i n that there are three letters that d o n o t yet h a v e a n y replies.
to be imaginative. •
W h e n y o u feel that y o u r students
•
•
C h e c k the m a t c h i n g e x e r c i s e as a class.
are p r e p a r e d , record t h e m g i v i n g their i n d i v i d u a l w e a t h e r reports.
H a n d out the p h o t o c o p i e s w i t h the letters a n d a n s w e r s (but n o t the
e a c h student. A s k the students to • The f o l l o w i n g day, talk a b o u t w h a t
Finally, p h o t o c o p y both pasted up pages, o n e for e a c h pair of students
true, a n d e n c o u r a g e t h e m t o m a k e •
Paste these o n t o a p i e c e of p a p e r in a random order; however, omit these o n t o another piece of paper.
S h o w y o u r students the v i d e o of the weather report and study the
think that t h e f o r e c a s t w i l l c o m e
C u t t h e p a g e u p , s o that e a c h letter and each reply is n o w separate.
three students.
• Tell t h e s t u d e n t s t o l o o k o u t o f t h e
T a k e a p r o b l e m p a g e that has a v a r i e t y o f p r o b l e m letters a n d
photocopied O H T of the forecast,
their o w n p r e d i c t i o n s a b o u t t h e
Equipment/ Materials
A c a m c o r d e r or a (see b e l o w ) a n d a
weather report/forecast (local,
w i n d o w a n d talk a b o u t w h a t the
Pairwork
cassette-recorder
• G i v e the s t u d e n t s a c o p y of a
and present this.
Pre-intermediate onwards
•
E x p l a i n to the students that they are n o w w o r k i n g a s ' a g o n y aunts' for
This activity w o r k s particularly well
the same newspaper. W o r k i n g in
with a multilingual class presenting
pairs, they are to write the replies to
weather reports for their o w n
t h e t h r e e u n a n s w e r e d letters.
countries. •
W h e n the students have finished their replies, put these up a r o u n d the class and e n c o u r a g e t h e m to read e a c h other's.
•
At the e n d of the lesson, h a n d out the real a g o n y a u n t replies for the students to c o m p a r e w i t h their o w n .
17
Articles
Use
newspaper
discourse
articles
to
create
a
A
text-completion
Level
Pre-intermediate
focuses
on
Students spare
probably time
Level
Intermediate
Photocopies
Plus
Two
Plus ...
newspaper
a r t i c l e s (see
below)
this
in
their
Beginner to
Activity type M i n g l e ; h o m e w o r k (optional)
Equipment/ Materials
do
anyway!
Pre-intermediate
Activity type P a i r w o r k
Pairwork
Equipment/ Materials ...
that
onwards
onwards
Activity type
task
register
puzzle
Level
T V Partners
Plagiarists
Scissors
Photocopies
Equipment/ Materials
Twonewspaper a r t i c l e s (see
Plus ...
below)
Photocopies A TV s c h e d u l e from a newspaper
•
Take t w o articles on the s a m e subject
•
and f r o m the s a m e newspaper, but
t h e s a m e story, t h e first f r o m a
from two consecutive days.
tabloid newspaper, and the s e c o n d
Ensure
from a broadsheet.
that the t y p e f a c e in e a c h article is the •
•
P h o t o c o p y o n e c o p y of each article
Cut up each c o p y of the article c o l u m n by c o l u m n , and then cut between each
•
paragraph.
•
M i x up the t w o articles, but m a k e
Put e a c h pair of cut-up articles into an e n v e l o p e . D o n ' t forget to keep a
i n t h e U K , try t o u s e the T V s c h e d u for that e v e n i n g . If y o u are w o r k i n g
but cut the broadsheet article into
a b r o a d , try t o i n c l u d e a T V s c h e d u
t w o after the s e c o n d o r t h i r d
that i n c l u d e s s o m e English l a n g u a g
paragraph.
channels.
Study the article from the tabloid
•
m a r k e d o n it. ( Y o u m a y w i s h t o o r r this stage a n d ask y o u r students to
register a n d style. •
D i v i d e your class into pairs a n d give each pair o n e of the envelopes. A s k t h e m to piece the articles back •
Put y o u r students into pairs. G i v e
m a k e the table d u r i n g the class.) •
D i v i d e the students into pairs a n d
e a c h p a i r t h e first s e c t i o n o f t h e
give each pair the p h o t o c o p i e d TV
broadsheet article. Ask them to
s c h e d u l e , a n d the table if y o u have
identify any differences in style
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
between the t w o articles. Write
individually what they wish to
these up on the board.
w a t c h that 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 si:
T h e n ask the students to w o r k in
o'clock and midnight.
pairs to c o m p l e t e the s e c o n d article. They should select any appropriate
•
i n f o r m a t i o n f r o m t h e first, b u t
•
M a k e a simple table with each h o i f r o m six o ' c l o c k until m i d n i g h t ,
particular attention to issues of
c o p y of the c o m p l e t e versions.
together again.
P h o t o c o p y the TV s c h e d u l e for eac
P h o t o c o p y b o t h articles for the
w a y that y o u w i s h to, p a y i n g
c o p y of e a c h article at a time.
•
•
below)
n u m b e r of students in your class,
n e w s p a p e r with the class in any
sure that y o u d e a l w i t h o n l y o n e
•
(see
pair of students. If y o u are w o r k i n g
same.
for e a c h pair of students. •
and a simple table
C h o o s e t w o news articles reporting
H a v i n g filled in the f o r m , the students then m i n g l e to find their
s h o u l d a t t e m p t to r e f o r m u l a t e it in a
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
style a n d register m o r e a p p r o p r i a t e
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
to the s e c o n d newspaper.
watching Blind Date. Are you?'
Finally, give e a c h pair the c o p i e s of t h e rest o f t h e s e c o n d a r t i c l e .
•
As h o m e w o r k , y o u c o u l d ask the students to w a t c h o n e English l a n g u a g e p r o g r a m m e that e v e n i n g .
18
Articles
' P e o p l i n g ' the N e w s
C o u c h Potatoes Something
of
a challenge!
Reconstructing human
Level
Elementary
to
Intermediate
Activity type
Groupwork; homework
Equipment/ Materials
Photocopies
Plus...
A TV
(optional)
the
resources
news at
using your
the
A n d Today's A r t i c l e is ... Unsure
which
Level
Intermediate
Activity type
Groupwork/mingle
Equipment/ Materials
Photocopies
Level
onwards
Newspaper
article/s
(see b e l o w ) a n d a
schedule
from a newspaper
to
read
next?
Pre-intermediate onwards
Activity type
Plus...
article
disposal
Groupwork
Equipment/ Materials
None
Plus
Four or five short
...
cassette-recorder or
newspaper
camcorder
on a range of topics
(optional)
articles
and a simple table (see b e l o w )
•
• P h o t o c o p y a TV s c h e d u l e for the
Find an interesting story in the n e w s
•
D i v i d e the class into four or five
that has an i m p o r t a n t h u m a n -
groups. G i v e e a c h g r o u p a different
interest e l e m e n t a n d that i n v o l v e s a
article.
day and, if y o u w i s h , a table w i t h
meeting between the characters in
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
t h e story. Try t h e g o s s i p c o l u m n s o f
m i d n i g h t m a r k e d o n it.
national dailies, local newspapers
alone, a n d then, w o r k i n g as a
and gossip magazines such as
g r o u p , t o p r o d u c e a list o f f i v e
• Ask your students to read the TV
Hello!
or
•
Tell the students to read their article
r e a s o n s w h y t h e rest o f t h e c l a s s
OK!
s h o u l d read the article. G i v e t h e m a
schedule individually a n d to write d o w n their p r e f e r r e d list o f
•
the story, or f o l l o w a series of
t h e m t h a t t h e y must s p e n d t h e e n t i r e
articles as they a p p e a r o v e r a f e w
evening w a t c h i n g television.
days.
• Put 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
•
use an article w h i c h deals with a
schedules.
dramatic, and possibly emotional, m e e t i n g ; p e a c e talks are g o o d e x a m p l e s . After studying the article
spend the e v e n i n g w a t c h i n g T V
a n d d i s c u s s i n g the feelings of all
together a n d t h a t t h e r e i s o n l y o n e
i n v o l v e d , set u p a r o l e p l a y i n w h i c h
television in the h o u s e . In t h e i r
the students re-enact the m e e t i n g
groups they h a v e to n e g o t i a t e a
t h e y h a v e just b e e n r e a d i n g a b o u t .
compromise schedule w h i c h they all f i n d a c c e p t a b l e .
•
If y o u are u s i n g a series of a r t i c l e s , u s e a s t o r y that l e a d s up to a
• As h o m e w o r k , ask the students to
dramatic meeting. F o l l o w the events
watch one English l a n g u a g e
leading up to the meeting, and then,
programme that e v e n i n g .
on the d a y that the m e e t i n g itself is d u e t o t a k e p l a c e , set u p a r o l e p l a y i
in w h i c h the students enact the meeting as they think it will h a p p e n . •
•
E a c h g r o u p takes it in turn to p e r s u a d e the class as a w h o l e that their article is the most interesting.
If y o u are using o n l y o n e article,
o r four a n d ask t h e m t o c o m p a r e
• N o w tell t h e m that t h e y a l l h a v e t o
time limit.
Either study an article written a b o u t
programmes for the e v e n i n g . Tell
C o m p a r e the roleplay with w h a t actually took place.
19
•
T h e class votes to 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 at.
•
As h o m e w o r k y o u c a n give students the s e c o n d most p o p u l a r article.
3 Songs Students o f t e n c o m e i n t o t h e c l a s s r o o m h u m m i n g
M a n y s o n g s n o w c o m e w i t h a v i d e o . E x p l o i t this
s o n g s t o w h i c h t h e y d o n ' t k n o w the w o r d s .
relationship. You m a y also find the t e c h n i q u e s in
K n o w i n g the w o r d s g i v e s m a n y t e e n a g e r s k u d o s ,
t h e TV and Video c h a p t e r o f this b o o k u s e f u l w i t h
a greater i n s i g h t i n t o the m i n d s o f t h e i r i d o l s , a n d
songs,
may even help with language acquisition. Teachers do not often have so m u c h curiosity available in the c l a s s r o o m . For learners, as i n d e e d for n a t i v e - s p e a k e r s , t h e m a i n desire is to understand the s o n g , not n e c e s s a r i l y the d e t a i l s , but at least t h e gist. N o n native speakers often find English language songs particularly d a u n t i n g a n d frustrating. W h a t is important, t h o u g h , is the relationship b e t w e e n the m a t e r i a l a n d the task that is set. T h e a c t i v i t i e s i n this s e c t i o n h e l p students t o understand the songs, a n d in the process, d e v e l o p their E n g l i s h i n t e r m s o f g r a m m a r , v o c a b u l a r y a n d pronunciation. Songs c a n 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 h a v e t h e i r o w n collections of English songs, and they appreciate i t w h e n the t e a c h e r b o r r o w s o n e o f t h e i r s o n g s a n d d e v e l o p s a l e s s o n a r o u n d it.
20
Songs
Line-by-Line M i n g l e Students
mingle
to
unmuddle
a
song
Shake,
take,
slake,
rhymes
for
'-ake'
think
Level
Level
Beginner to
Mingle/open
Activity type
space
many
students
An
below)
*
Photocopy the w o r d s of a s o n g a n d
Activity type
Pa i r w o r k / g r o u p w o r k
Mingle;
Equipment/ Materials
Single cassette player;
Plus
A r e c o r d i n g of a s o n g
...
and the w o r d s
•
(see
a r e c o r d i n g of a s o n g
•
and the w o r d s
category, for e x a m p l e n o u n s , verbs,
below)
or adjectives.
to allocate t w o students to a line.) • Ask the students to s t a n d u p .
omitted.
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
c o p y for e a c h student.
cross wherever they think a w o r d
text
missing. breath
you
form the lines of the s o n g , in t h e •
• •
At the t o p of a s m a l l poster, w r i t e e n d i n g of o n e of the w o r d s that y o u
jostling for 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 move. You m a y n e e d t o d o this more than o n c e .
should read the s o n g a l o u d , s a y i n g
•
one line e a c h . T h e y c o u l d e v e n s i n g
w o r d s for the gaps.
poster
created might be possible in the
Discuss w h i c h of the
context of the s o n g a n d h o w these alternatives might c h a n g e the
D i v i d e your class into pairs and
w i t h the s o u n d that has b e e n indicated. Put the posters up a r o u n d the r o o m , a n d give the students the g a p p e d text of the s o n g . T h e y s h o u l d circulate, trying to c o m p l e t e the gaps in their texts by s e l e c t i n g the w o r d s from the posters. •
Play the song and c h e c k the alternatives that the students h a v e
have to write on the posters all the
•
•
group of line endings.
words they can think of w h i c h end "
N o w w o r k i n g in small groups the
answers.
circulate the posters. The students
it, but d o n ' t c o u n t o n i t !
C h e c k t o g e t h e r as a c l a s s .
have o m i t t e d . Repeat this for e a c h
/eik/
• O n c e the lines are in o r d e r , s t u d e n t s
is
students then brainstorm possible
the p h o n e m i c transcription for the
• W h e n the students h a v e f i n i s h e d
Put the students into pairs, a n d give e a c h pair the text. A s k t h e m to put a
Every m o v e y o u
correct order.
•
line of the lyrics, and m a k e o n e
Every
• T h e n ask t h e m to s t a n d in a l i n e in
Do not indicate
where t h e s e w o r d s h a v e b e e n
C h o o s e a song, preferably with for this. Put a gap at the e n d of e a c h
the lines o f t h e s o n g , y o u m a y h a v e
Type up the song, omitting w o r d s belonging to one grammatical
multiple rhymes; 'rap' is excellent
(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
below)
knowledge
of p h o n e m i c chart;
cut u p the s o n g l i n e b y l i n e .
onwards
photocopies
Single cassette player;
(see
• 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 .
standard
Elementary
Teacher's
Plus...
a n d a cut-up text
the
Level
photocopies
A r e c o r d i n g of a s o n g (see
to
Pre-intermediate
Equipment/ Materials
Single cassette player;
alternative
gap-fill
(optional)
photocopies
•
how
onwards
Equipment/
Plus...
your
grou pwork/pa i rwork
activity
Materials
rake can
of?
Intermediate
Activity type
W h e r e A r e all the Nouns?
Every Breath You Fake ...
Finally, play the s o n g to c h e c k the answers. 21
meaning.
Songs
Picture
W r o n g W o r d s in Text Old
MacDonald
Level
had
a
pram
...
and on
that farm
Level
A l l levels
Activity type
(optional)
Equipment/ Materials
Equipment/ Single cassette player;
•
Beginner
...
Old
a
Level
and
Whole
Plus...
A r e c o r d i n g of a s o n g
MacDonald
had
Beginner to Intermediate
class
Single cassette player;
Activity type
Pairwork
Equipment/ Materials
Single cassette player
Plus
A r e c o r d i n g of a s o n g
photocopies
A r e c o r d i n g of a s o n g
...
a n d the w o r d s
a n d the w o r d s
a n d the w o r d s
(see
(see
(see
below)
Type up a s o n g s u c h as ' O l d
•
below)
Type up a s o n g s u c h as ' O l d
•
below)
Type up a s o n g s u c h as ' O l d
M a c D o n a l d had a farm', replacing
M a c D o n a l d had a farm' with the
wrong, possibly hilarious, 'mistakes'
the target v o c a b u l a r y w i t h s m a l l
w o r d s in s o m e of the lines put into
into the text, for e x a m p l e ' O l d
pictures, for e x a m p l e :
the w r o n g order. M a k e a c o p y for
had
a
e a c h pair of students.
pram'. •
T h e students read the text, w o r k i n g spot the mistakes a n d correct t h e m . Play the song to c h e c k the answers.
Put the students into pairs a n d give out the copies.
in pairs or s m a l l g r o u p s , a n d try to
•
farm
M a c D o n a l d had a farm', putting in
MacDonald •
had a
photocopies
Photocopies
Plus ...
he
Elementary
Activity type P a i r w o r k / g r o u p w o r k
Materials
Jumbled W o r d s
Gaps
•
Play the s o n g a n d ask the students
•
t o s i n g a l o n g w i t h it. •
At the e n d , ask t h e m to write d o w n the w o r d s next to each picture.
22
Students w o r k together to put the w o r d s into the correct order within the lines.
•
Play the s o n g to c h e c k the answer;
Songs
Song D i c t a t i o n
Singogloss A
challenging
dictogloss
variation
on
the
Mind
the
Split Song A
gap!
Level Activity type
Elementary
Level
onwards
Activity type
Pai r w o r k / g r o u p w o r k
Equipment/ Materials
Single cassette player;
Plus...
Plus...
A r e c o r d i n g of a s o n g and the w o r d s
Activity type
Pairwork
Equipment/ Materials
Single cassette
Single cassette
player;
with
• Play the s o n g t h r o u g h o n c e . A s k t h e
Plus...
and the w o r d s (see
it again, pausing briefly at the e n d
lines c o m p l e t e
(copy A), a n d the other w i t h the
copy
e v e n n u m b e r e d lines g a p p e d and
G i v e e a c h student a b l a n k p i e c e of
( c o p y B).
paper, or alternatively, a c o p y of the
or B for e a c h student.
m i s s i n g w o r d in the s o n g . •
•
M a k e o n e c o p y of either A
Play the s o n g , if necessary p a u s i n g ask the students to write it d o w n as
• P l a y it a g a i n .
it. •
the other c o p y B. Play the s o n g
R e p e a t as often as the students feel
again, p a u s i n g every f e w lines. A s k
t h e y n e e d it. A f t e r l i s t e n i n g t o t h e
based on their n o t e s .
the students to c o m p l e t e the g a p p e d
song e a c h time, they c o m p a r e their
lines individually.
texts w i t h their partner's.
• Finally, c o m p a r e t h e i r texts to t h e •
Finally,
h a n d out the copies of the
full text for the students to c h e c k .
Split the class into pairs, giving o n e m e m b e r of each pair c o p y A, and
a dictation. •
Play the song through o n c e . Ask students o n e or two questions about
at the end of each line or verse, a n d
e x p e c t e d t o w r i t e d o w n a l l o f it.
original s o n g lyrics.
a
song with a line indicating every
down any important w o r d s or
their n o t e s a n d t h e n c o n s t r u c t a t e x t
Make
n u m b e r e d lines g a p p e d and the even numbered
and
the o d d n u m b e r e d lines complete •
of each verse. T h e y are to w r i t e
• In pairs or s m a l l g r o u p s , t h e y p o o l
Stones)
C h o o s e a s o n g a n d type it u p . M a k e t w o c o p i e s , o n e w i t h the o d d
Play
e x a m p l e s are
(Rolling
below)
below)
for e a c h student in the class.
it.
phrases t h e y h e a r - t h e y a r e n o t
Good
player;
A r e c o r d i n g of a s o n g
and the w o r d s
Yellow ( C o l d p l a y ) .
students o n e o r t w o q u e s t i o n s a b o u t
• Tell t h e m t h a t y o u a r e g o i n g t o p l a y
Fire
levels
A r e c o r d i n g of a s o n g
Choose a slow song with clear words.
students
photocopies
•
w o r d s for e a c h s t u d e n t .
the
Pa i r w o r k / g r o u p w o r k
• Choose a song, preferably o n e that •
where
answers
(optional)
(see
tells a story. M a k e o n e c o p y o f t h e
activity the
All
onwards
photocopies
photocopies
all
Level
Elementary
(optional)
Equipment/ Materials
listening
have
idea
•
W h e n the dictation is finished, students c h e c k the answers with their partners.
Songs
Running D i c t a t i o n 'Run
rabbit,
My
run'
your
Cef
they
students
probably
to
talk
'A and R People'
Song talk about
about outside
what class
Your
class
keep
a
look
out
for
new
talent
anyway!
Level
Elementary
Activity type Equipment/ Materials
Level
onwards
Competitive
Activity type W h o l e c l a s s
activity/game
Equipment/ Materials
Plus...
•
Run
fun,
fun,
run,
pie/So run,
Single cassette
Plus...
R e c o r d i n g s of a variety of songs (see
below)
•
run
give
rabbit,
the
fun/He'll
get
run
rabbit,
run f o r e a c h
by
his
without run
•
his
rabbit,
student,
•
•
and
below)
C h o o s e a s e l e c t i o n of songs w h i c h students; they m a y be very recent, or they may be 'oldies'.
Let 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 be d o n e , either as a s i n g l e
•
(see
Introduction),
r e c o r d c o m p a n y (they select a n d
through
market the bands).
the term or course. •
Play the s o n g through o n c e . A s k the
D e s c r i b e the role of Artist a n d Repertoire p e r s o n n e l in a m o d e r n
lesson, or as an o n g o i n g series or 'thread'
player
you think will be u n k n o w n to your
them.
run,
farmer
T h e y play the m u s i c to the class, and e x p l a i n w h y it is important to
poster.
Put the class into g r o u p s . Tell the students that they are 'A a n d R
students o n e or t w o questions about
•
Groupwork
Equipment/ Materials
their favourite song in English, a n d
o n e large c o p y , to be u s e d as a
•
A s k your students to c o m e in with
Activity type
t o b e p r e p a r e d t o t a l k a b o u t it.
rabbit,
run/Don't
rabbit
Single cassette player
a n d the w o r d s
M a k e o n e c o p y of the w o r d s of the
run,
Pre-intermediate onwards
A r e c o r d i n g of a s o n g (see
song:
Level
onwards
Single cassette player; photocopies
•
Elementary
it.
p e o p l e , ' a n d that they are g o i n g to
P l a c e the poster of the s o n g on a
promising young bands.
hear ' d e m o tapes' from s o m e
wall outside the classroom. • •
•
Put the students into g r o u p s of three o r four. O n e student i n e a c h g r o u p
whether the b a n d is worth 'signing',
s h o u l d act as a ' s c r i b e ' , the others
the sort of p e o p l e the b a n d m i g h t
s h o u l d take it in turns to act as
a p p e a l to, a n d h o w the b a n d s h o u l d
'runners'.
be presented to the p u b l i c .
The runners read the song placed
•
outside the c l a s s r o o m . T h e y m e m o r i z e as large a f r a g m e n t of the
•
group as quickly as possible, and relay the text to the s c r i b e , w h o
h o w successful these bands have
then writes it d o w n .
actually
T h e groups then race e a c h other to see w h i c h g r o u p c a n transcribe the c o m p l e t e text o f t h e s o n g first. As s o o n as o n e g r o u p has f i n i s h e d , play the s o n g a n d c h e c k the answers.
•
To c o m p l e t e the session, if y o u have sufficient k n o w l e d g e , tell the class
4
•
Repeat this p r o c e d u r e for e a c h song.
song as they c a n , return to the
•
P l a y t h e first s o n g . T h e s t u d e n t s , w o r k i n g in their groups, discuss
Finally, give all the students a c o p y of the w o r d s to the song. 24
been.
4
Readers Most o f the m a j o r p u b l i s h e r s n o w p r o d u c e series
A c t i v i t i e s i n this s e c t i o n a l l o w students t o p r a c t i s e
of graded readers. T h e y are v e r y v a r i e d a n d
the skills of s k i m m i n g , s c a n n i n g , a n d d e d u c i n g
include c o n t e m p o r a r y f i c t i o n , a s w e l l a s c l a s s i c s
from context, as w e l l as creating an opportunity
and books o f f i l m s . T h e w i d e r a n g e o f titles m e a n s
for f l u e n c y practice. Students w i l l also be able to
that it is relatively easy for a s t u d e n t to c h o o s e a
extend 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 n g
book that fits their interests, or for a t e a c h e r to
skills.
choose a class reader that w i l l a p p e a l to a g i v e n class.
T h e a c t i v i t i e s in t h e first part {Using a Class
The activities in this s e c t i o n f a l l i n t o t w o parts:
s a m e p o i n t i n the reader. T h e a c t i v i t i e s i n t h e
activities w h i c h c a n b e u s e d w h e n the w h o l e c l a s s
second
is using a single r e a d e r ; a n d a c t i v i t i e s to be u s e d
d e s i g n e d for w h e n s t u d e n t s h a v e c h o s e n t h e i r
when students are a b l e t o s e l e c t t h e i r o w n r e a d e r
o w n i n d i v i d u a l readers.
from the s c h o o l library, a b o o k s h o p or a s c h o o l supported m a i l o r d e r s c h e m e . These activities a i m to m o t i v a t e students to r e a d , and to d e v e l o p as i n d e p e n d e n t l e a r n e r s . Initially, students w i l l need to be s u p p o r t e d t h r o u g h the reading process. T h i s c a n b e a c c o m p l i s h e d b y dealing with p r o b l e m s o f c o m p r e h e n s i o n a n d vocabulary, setting r e a l i s t i c r e a d i n g targets a n d providing a p p r o p r i a t e l y c h a l l e n g i n g tasks. T h i s will help to give students t h e c o n f i d e n c e t h e y need to read i n d e p e n d e n t l y in t h e i r o w n t i m e .
Reader) d e p e n d o n t h e c l a s s h a v i n g r e a d t o t h e part
(Using
Different
Readers)
are
Using a Class Reader
Readers
For
those
have class
•
a
happy
choice readers
situations
of more for
your
than
where one
you set
of
•
•
activity
quality
of
that
lives,
the
or
dies,
on
questions
Elementary
Groupwork
Activity type
Groupwork
Equipment/ Materials
None
Equipment/ Materials
Photocopies
Plus...
Sets o f c l a s s r e a d e r s
Plus...
A set of c l a s s
Activity type
onwards
This activity, unlike those f o l l o w i n g , be
used
the
It's
amazing
make
Level
Elementary
before the
class
•
how
questions
motivating to
test
it
is
somebody
tc e
•
Materials
W r i t e a series of q u e s t i o n s on the
•
Do this regularly.
Each time, write
q u e s t i o n s that e n c o u r a g e the
minutes. T h e y s h o u l d e x a m i n e the
students to l o o k at the b o o k in a
text o n t h e b a c k a n d r e a d t h e first
different way.
t w o or three paragraphs.
q u e s t i o n s t o test c o m p r e h e n s i o n a n d
pieces of paper, o n e for each
•
class) a n d give e a c h g r o u p o n e c the passages. •
its p l a c e i n t h e s t o r y s o f a r . T h e y resolve any problems of vocabul
Frame the questions a r o u n d a
write questions w h i c h
w i t h i n the passage as they go ak •
o t h e r g r o u p . T h e y m a y refer t o t l
by the characters: the decisions they
copies of the reader if they wish.
have m a d e , and the decisions they
T h e i r questions m a y be on the
could/should have made.
context s u r r o u n d i n g the passage, o n t h e p a s s a g e itself.
The following week, write questions which
e x a m i n e alternative
possibilities within the plot. Your
•
T h e g r o u p s t h e n e x c h a n g e the li: of questions, a n d the passages.
c h o i c e of theme will give the students practice in particular
T e l l e a c h g r o u p to p r o d u c e a list q u e s t i o n s on this passage for the
e x a m i n e the moral d i l e m m a s faced
•
E a c h g r o u p w o r k s together, readi their o w n passage, and discussin
particular theme. O n e week,
Split the class into groups (two o more, d e p e n d i n g on the size of \
responses to the text.
•
unconnecte
student in the class.
students to c o m p a r e their o w n
•
C h o o s e t w o or more
far. P h o t o c o p y t h e m , o n s e p a r a t e
Include closed
o p e n questions to e n c o u r a g e the
presentations, the students vote to
A s e t of c l a s s r e a d e
c h a p t e r s that the class has read s
Put the students into g r o u p s a n d ask
a n d ask t h e m to l o o k at it for a f e w
reader to the class. After all the
Photocopies
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
group. Encourage lively discussion.
c h o o s e the class reader.
Plus ...
readers
y o u h a v e sets o f c l a s s r e a d e r s .
A s k e a c h g r o u p t o ' p r e s e n t ' its
onward
Equipment/
t h e m to a n s w e r the questions as a
•
Elementary
Activity type G r o u p w o r k
Put the class into as m a n y g r o u p s as
G i v e each group a different reader
Level
onwards
r e a d e r s o far.
has
started on a reader. •
An
students
Level
should
Passage Questions
G r o u p Questions
C o m p a r i n g First Paragraphs
•
E a c h g r o u p reads the n e w passaj
g r a m m a t i c a l areas, for e x a m p l e in
a n d t h e n tries t o a n s w e r the
the above,
q u e s t i o n s that t h e y h a v e b e e n gi'
modality and
conditionals.
26
Missing C h a r a c t e r
It's on the Tip of my Tongue Expand
your
building
on
characters
students' their
they
vocabulary
knowledge
have
of
been
by the
reading
A
character's
students' to
gone
missing
mini-portraits
find
him
or
-
help
Lonely Hearts your
Everybody
police
characters
will the
needs in
a
somebody
-
even
novel
her?
about
Level Activity type
Elementary
Level
onwards
Groupwork
Activity type
Equipment/ Materials
Photocopies
Plus...
A c l a s s set o f activators, for e x a m p l e
The
Level
to
Essential
Pairwork/groupwork
Activity type
Pairwork
(optional)
Equipment/ Materials
Photocopies
Plus
A ' l o n e l y hearts'
O H P
Plus
A set of c l a s s r e a d e r s
...
Pre-intermediate onwards
Equipment/ Materials
(optional)
...
column
and a 'missing
Longman
Oxford
Beginner
Pre-intermediate
Activator,
person' poster
Word power
(see
•
below)
M a k e a c o p y of a l o n e l y hearts c o l u m n , o n e for e a c h student. It can be very helpful to p r o d u c e a
•
Looking back over what y o u have
•
Produce a typical 'missing person'
glossary of c o m m o n terms used in
r e a d s o far, c h o o s e a p a r a g r a p h
poster for o n e of the characters in
these c o l u m n s , for e x a m p l e ' G S H '
from the class r e a d e r w h i c h
the class reader. B l a n k out his or her
means ' g o o d sense of humour.'
describes o n e of the m a i n
name and photocopy it onto an
characters in s o m e d e t a i l .
O H T if possible.
•
L o o k at these together in class, discussing the language used.
• Type it o u t , c h a n g i n g a l l t h e s p e c i f i c
•
Present the poster to y o u r class. A s k
language into m o r e g e n e r a l t e r m s ,
t h e m to say w h o it must be a n d
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
why. Examine the language used in
into t h e r o o m ' b e c o m e s ' h e w a l k e d
the poster.
purposefully into the r o o m ' . Y o u may w i s h t o u n d e r l i n e the w o r d s
Tell y o u r students that s o m e of the characters in their reader are feeling lonely. W o r k i n g in pairs, they s h o u l d write a l o n e l y hearts advertisement
•
Put the students into pairs or s m a l l
on behalf of one or two of them.
groups. A s k t h e m to p r o d u c e a
that y o u h a v e c h a n g e d .
•
' m i s s i n g p e r s o n ' poster for o n e
• Make one c o p y of your ' s i m p l i f i e d '
character in the novel, but not to
text for e a c h p a i r o f s t u d e n t s . • Put the c l a s s i n t o s m a l l g r o u p s , a n d
•
write the character's n a m e on •
it.
D i s p l a y the posters r o u n d the
give e a c h g r o u p a c o p y o f t h e t e x t .
c l a s s r o o m . The students have to
Using both their k n o w l e d g e of the
g u e s s w h o t h e y refer to.
book, a n d the i n f o r m a t i o n p r o v i d e d b y the c o n t e x t , t h e y w o r k t o 'unsimplify' the text. • Finally, t h e s t u d e n t s c o m p a r e t h e i r n e w texts w i t h t h e o r i g i n a l .
27
D i s p l a y these a r o u n d the c l a s s r o o m .
Using a Class Reader
Readers
Movie
Fantasy Casting Arnold
Schwarzenegger
Level
as
Mr
Darcy?
Bring
the
text
to
Level
Pre-intermediate
Activity type
Groupwork
Equipment/ Materials
Photocopies
Equipment/ Materials
Photocopies
Plus
A c a s t list (see b e l o w )
P r o d u c e a list of t h e c h a r a c t e r s in P h o t o c o p y o n e for e a c h g r o u p o f students. D i v i d e the class into small groups. casting directors w o r k i n g on the
•
•
actors w h o are n o longer w i t h us. Encourage
Pre-intermediate
disagreement. •
Materials
Find three or four passages in the
•
C h o o s e a passage f r o m the b o o k
These may be key scenes,
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<
involving
involves a n u m b e r of
several of the m a i n characters.
of d i r e c t s p e e c h . It s h o u l d be a
P h o t o c o p y e a c h passage for the
passage with dramatic potential.
below).
•
L o o k at 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 issues o f v o c a b u l a n
D i v i d e the class into three or four
and pronunciation, as well as
groups. You
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
m a y w i s h to vary the
book. •
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 part;
G i v e each group o n e of the
to a different student. G i v e anothe
p a s s a g e s . A s k t h e m t o r e a d it, a n d t o
student the role of narrator. A s k
discuss w h a t has h a p p e n e d up to
t h e m to read the passage a l o u d as
that p o i n t in the story.
they w e r e actors d o i n g a 'readthrough.' The narrator reads out al
T h e students then w o r k in their
the parts that are not in direct speech.
their s c e n e , i m a g i n i n g that t h e y are f i l m i n g this e p i s o d e . T h e y d r a w up a
•
N o w ask the students to read
list 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
t h r o u g h the passage for a s e c o n d
and could even discuss possible
t i m e , this t i m e t r y i n g to act it out ^ m u c h a s p o s s i b l e . T h e y m a y use
s o u n d effects. W h e n they
any furniture as props.
have w o r k e d together
on their screenplays, they cast the
•
Finally, ask t h e m to put their b o o k
different character roles w i t h i n their
aside, a n d to re-enact the scene
o w n group. They then
w i t h o u t the narrator, as they think
rehearse the
scene for a short time. •
None
which
groups to p r o d u c e a s c r e e n p l a y for
•
G r o u p w o r k (optional
Equipment/
number of characters in each scene.
list f o r a l l t h e c h a r a c t e r s i n t h e
•
Level
size of the groups d e p e n d i n g on the
reader. T h e y have to agree on a cast
budget - and may even choose
stage
book with dramatic possibilities.
(see
n e w H o l l y w o o d version of the class
book. They have an unlimited
to
Activity type
n u m b e r of students in each group
Tell the students that they are
text
onwards
Groupwork
the b o o k in t h e f o r m of a c a s t list.
•
From
Pre-intermediate
Activity type
• •
life/celluloid?
onwards
onwards
...
Instant Screenplay
Screenplay
Finally each group performs their s c e n e f o r t h e rest o f t h e c l a s s .
really •
happened.
If y o u h a v e a large 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 after t h e first r e a d - t h r o u g h .
28
Reviews Students
help
each
other
Review to
choose
Your
students
can
be
Forms a
Book
resource
too!
readers
Level
Equipment/ Materials Plus...
recent
reading
the
basis
for
class
talks
Level
Intermediate onwards
Activity type
Make
Presentations
Elementary
Activity type
Homework
Photocopies
Equipment/ Materials
Photocopies
O n e or two book
Plus
A
Homework
Level
to
Intermediate (optional)
...
reviews
(optional)
•
review form
onwards
W h o l e class
Equipment/ Materials
(see
Elementary
Activity type
None
Tell t h e s t u d e n t s a b o u t a n o v e l that y o u have read recently.
below)
Describe
the c h a r a c t e r s a n d e l e m e n t s o f the • Look at o n e or t w o b o o k r e v i e w s in
•
class, 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 language.
Either, p r o d u c e a standard-style
plot. Try t o g i v e t h e m a n a u t h e n t i c
review form for y o u r students.
flavour of the b o o k . You m a y even 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.
•
• Ask e a c h s t u d e n t to p r o d u c e a
O r , ask y o u r students w h a t
M a k e it interesting, but don't give
information w o u l d help them
a w a y the e n d i n g .
review of the b o o k that he or s h e is
decide whether they w o u l d
reading for the o t h e r students in the
read a b o o k or not. W o r k i n g
class.
together they p r o d u c e a f o r m that,
presentations a n d e n c o u r a g e the
w h e n filled in by a reader, w o u l d
students to sign up each week.
• These r e v i e w s are t h e n m a d e
i n c l u d e this i n f o r m a t i o n .
available for e v e r y b o d y to r e a d . They may be d i s p l a y e d in t h e
like to
•
•
•
P h o t o c o p y the form and place the
O r g a n i s e a w e e k l y slot for b o o k
M a k e it c l e a r that their presentations c a n take different forms. They c o u l d
classroom or in the s c h o o l library,
forms in the library a n d c l a s s r o o m .
be s i m i l a r to the o n e that y o u have
or they m a y be p u t i n t o a r e v i e w s
W h e n e v e r a student finishes a book,
given. Alternatively, they c o u l d be
file s o that a n y s t u d e n t c a n c o n s u l t
o n e of these forms should be
question and answer sessions or
them.
completed.
student readings f r o m the b o o k .
•
These reviews can then
be m a d e
available for e v e r y b o d y to read.
29
O u r Next Reader Find
out
reading to
read
-
what and
what
has you
been are
going
The
Elementary
about and
soaps
is
that
on
Elementary
Activity type G r o u p w o r k
Equipment/
Equipment/ None
This activity w o r k s best w h e n reading a different b o o k .
Materials •
Which
turns to tell the other students in the
•
readers
Hollywood
b e e n r e a d i n g . Tell t h e m to g i v e s o m e i n d i c a t i o n o f the story, b u t n o t
•
are
going
to
get
treatment?
other questions.
•
•
sitting w i t h before. Each p e r s o n tells the other p e o p l e in the g r o u p a b o u t the b o o k s that t h e y h a v e just h e a r d a b o u t . T h e y m a y
Mingle/open
space
activity
None
Equipment/ Materials
On M o n d a y , tell y o u r students
•
None
On
students in the class are reluctant to
Wednesday,
give them
read in their o w n time. G i v e these
an
students the role of ' m o v i e moguls'.
On Thursday, or Friday, tell t h e m happened
•
Tell y o u r class that a n u m b e r of H o l l y w o o d financiers are l o o k i n g to
now.
English
language graded class
readers to p r o v i d e their next
A s k t h e m w h a t they are r e a d i n g at
blockbuster. A l l o c a t e the roles of t h e s e m o v i e m o g u l s t o the less
g r o u p s ' a n d tell t h e m to fill in their
enthusiastic readers. The other
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 i s a c t i v i t y is p a r t i c u l a r l y useful because it works even w h e n some
the m o m e n t . Put t h e m into ' r e a d i n g
all the readers, c h a n g e the next to s o m e o n e they have not b e e n
Activity type
M a k e sure that y o u are r e a d i n g a
what's
W h e n all the groups have presented g r o u p i n g s , so that n o w e v e r y b o d y is
Pre-intermediate onwards
update.
to give too m u c h away. They take notes, a n d m a y w i s h to ask e a c h
Level
onwards
a b o u t it.
g r o u p a b o u t the b o o k that they h a v e
s t u d e n t s are ' i d e a s p e o p l e ' w h o are
T h e f o l l o w i n g w e e k , ask t h e m to go
s e l l i n g t h e i r latest i d e a - the b o o k
into the s a m e reading groups. T h e y
t h e y h a v e just b e e n r e a d i n g .
tell e a c h o t h e r w h a t has 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 last m e t .
•
G i v e e a c h of the m o v i e m o g u l s a desk or 'office'. T h e ideas people
Y o u m a y w i s h to m a k e this a regular
s h o u l d m o v e r o u n d the classroom
session.
a n d visit e a c h m o g u l in turn,
w i s h to refer to their notes. •
graded
the
good book.
Put the students into g r o u p s of three or four, a n d ask t h e m to take it in
•
on
Level
onwards
e v e r y b o d y in the class has b e e n
•
thing
Activity type C r o u p w o r k Materials
•
great
they just go
M o v i e Moguls
next
Level
•
everybody see
Story Soap U p d a t e
e x p l a i n i n g w h y their b o o k will p r o d u c e the next H o l l y w o o d
W h e n the g r o u p has h e a r d a b o u t all
blockbuster.
the b o o k s that t h e y h a v e not r e a d , they d e c i d e , as a group, w h i c h b o o k
•
they w o u l d most like to read next.
At the e n d of the activity, the m o g u l s e x p l a i n w h i c h b o o k s they have c h o s e n , g i v i n g their reasons.
30
5 Icebreakers and Welcoming Activities The w o r d ' i c e b r e a k e r ' has b e e n part of E n g l i s h
S o m e a c t i v i t i e s a l s o a l l o w t h e t e a c h e r t o stand
teaching t e r m i n o l o g y for a l o n g t i m e , w h i c h is
b a c k , o b s e r v e g r o u p d y n a m i c s , a n d assess student
probably a fair i n d i c a t i o n of the n e c e s s i t y for
needs. These activities may be used w h e n a new
activities w h i c h c a n b e u s e d a t t h e b e g i n n i n g o f
g r o u p c o m e s together, o r w h e n a t e a c h e r takes
a course.
over an existing g r o u p . S o m e m a y be used in a
For adults, g o i n g into a c l a s s r o o m , a p l a c e capable o f s t i m u l a t i n g s o m e p o s s i b l y u n p l e a s a n t memories, is hard e n o u g h , w i t h o u t the expectation that o n e w i l l h a v e t o c o m m u n i c a t e to strangers, and in a f o r e i g n l a n g u a g e . For s c h o o l c h i l d r e n , the p l a y f u l n a t u r e of l a n g u a g e learning needs to be c o m m u n i c a t e d w h e n a g r o u p and a teacher are first b r o u g h t together, if t h e r e is to be a positive w o r k i n g r e l a t i o n s h i p . Many private l a n g u a g e s c h o o l s b r i n g s t u d e n t s from a variety of c u l t u r e s a n d b a c k g r o u n d s together, students w h o m a y h a v e little i n c o m m o n , apart from a desire to learn E n g l i s h . It is n e c e s s a r y to 'start out on the right f o o t ' if a g r o u p is to w o r k purposefully together. T h e a c t i v i t i e s in this s e c t i o n aim to get students w o r k i n g t o g e t h e r in E n g l i s h , with tasks that are c h a l l e n g i n g but n o t t h r e a t e n i n g . Many of them help students to get to k n o w e a c h other, to get used to o n e a n o t h e r ' s E n g l i s h , a n d to relax in an uncritical a t m o s p h e r e .
s c h o o l w h i c h operates a rolling intake, where new students need to be w e l c o m e d into a class w h i c h has a l r e a d y a s s u m e d a n i d e n t i t y .
Icebreakers a n d W e l c o m i n g Activities
A
get-to-know-you
bypasses discussed
the
personal
Level
Equipment/ Materials
that
details
Mingle/open
A
learning
each
the
other's
language
of
Add
a
bit
structural
of personal
information
and
practice
Beginner
space
Activity type
Whole
Labels
Equipment/ Materials
A
W r i t e on the b o a r d the n a m e s of a
Level
to
•
class
ball
W a r m up the students by playing
•
W h e n the ball c o m e s b a c k to y o u
Activity type
Whole
Equipment/ Materials
A
class
ball
W a r m up the students by p l a y i n g 'catch' briefly in the classroom.
' c a t c h ' briefly in the c l a s s r o o m . •
Pre-intermediate onwards
Pre-intermediate
activity
•
W h e n the ball c o m e s back to y o u ,
Tell the students that they h a v e to
say, ' T h i s is Y o k o [ n a m e of t h e
say, 'I'm M a r k a n d I like p l a y i n g
find out w h y the n a m e s on the
student w h o t h r e w the ball to you]
football.'
b o a r d are important t o y o u . Y o u c a n
and
o n l y say 'yes' or 'no'. G u i d e t h e m
I'm
Mark.'
•
T h r o w the ball on to another
T h r o w the ball on to another
student a n d , using gestures, m a k e it
fuller answers o n l y if necessary.
student a n d , using gestures, m a k e it
c l e a r that this p e r s o n is n o w to
clear that this p e r s o n is n o w to
introduce yourself and him/herself
O n c e they have discovered the
introduce Yoko, yourself and
to the class, u s i n g a s i m i l a r phrase
towards the correct answers, using
•
a n s w e r s , tell e a c h student to w r i t e
him/herself to the class: 'This is
for e x a m p l e , 'This is M a r k , he likes
on a label the n a m e s of a p e r s o n ,
Y o k o , a n d t h i s i s M a r k , a n d I'm
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
p l a c e or o b j e c t that are i m p o r t a n t to
Filipe.'
I e n j o y g o i n g to the opera.'
t h e m . Tell t h e m that the three things s h o u l d not be c o n n e c t e d , for
•
bike, a n d the place w h e r e we meet'. The students m i n g l e , f i n d i n g out as much
information about one
another as possible.
This person then throws the ball to
•
•
This person then t h r o w s the ball to another m e m b e r of the g r o u p w h o
another m e m b e r of the group w h o
e x a m p l e not ' m y b o y f r i e n d , his
•
of
practising
Level
onwards
are important to y o u personally.
•
way and
introductions
p e r s o n , a p l a c e a n d an object that
•
lively
names
commonly
Elementary
Activity type
•
activity
more
Ball G a m e 2
Ball G a m e 1
Person/Place/Object
introduces those in the c h a i n before
i n t r o d u c e s those in the c h a i n before
them, before introducing themselves
t h e m , before introducing themselves
and t h r o w i n g the ball o n .
a n d t h r o w i n g the ball o n .
This pattern continues until e v e r y o n e has b e e n
32
introduced.
•
This pattern continues until e v e r y o n e has been
introduced.
Icebreakers and W e l c o m i n g Activities
Famous Person Labels Perfect
practice
for
yes/no
questions
Pair Introductions 1 A
more
detailed
introduction
Pair Introductions 2 Encourage own
Level
Level
Elementary to
Level
to
Pre-intermediate
Intermediate
Activity type M i n g l e / o p e n s p a c e activity
Equipment/ Materials
Beginner
students
experience
Activity type
Pairwork;
Equipment/ Materials
None
•
reflect
on
their
learning
Pre-intermediate onwards
Activity type P a i r w o r k
homework
Equipment/ Materials
Labels
• D r a w u p a list o f f a m o u s p e o p l e
to of
E n c o u r a g e the class to ask y o u
•
None
A s k students to w o r k in pairs and
s i m p l e q u e s t i o n s , for e x a m p l e ,
interview their partner about their
whose names w i l l be f a m i l i a r to
'Where were you born?' Write each
previous experience of learning.
your students. W r i t e o n e of t h e s e
q u e s t i o n o n the b o a r d a n d a n s w e r
names on a s t i c k y l a b e l f o r e a c h
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
student i n t h e c l a s s .
about six questions. T h e n u m b e r w i l l d e p e n d on the level of the
• Ask the s t u d e n t s to s t a n d w i t h t h e i r
class.
backs t o y o u a n d p l a c e o n e l a b e l o n
•
U s e this to l e a d into a g r o u p discussion on ways in which we learn a language. You m a y w i s h to use this d i s c u s s i o n to h e l p y o u w h e n y o u are d e c i d i n g o n a n
W o r k i n g in pairs, the students ask
a p p r o p r i a t e syllabus for y o u r
turn, m i n g l e a n d e x a m i n e e a c h
each other the same questions. T h e y
students.
other's l a b e l s . E x p l a i n t h a t t h e a i m
m a y take notes if they want to.
each back. A l l o w the s t u d e n t s t o
of the a c t i v i t y is to d i s c o v e r t h e i r new identity u s i n g o n l y yes/no
•
•
a l o n g with the information they
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 person that t h e y h a v e b e e n allocated.
T h e students t a k e it in turns to introduce their partner to the class,
questions, for e x a m p l e , ' A m I a f i l m
have found out. •
For h o m e w o r k , the students use their notes to w r i t e a brief portrait of their partner. These portraits c a n be put up on the w a l l .
33
Icebreakers a n d W e l c o m i n g Activities
An
enjoyable
particularly encourages
well
activity
that
works
with
large
classes
question
Pairing G a m e s
World Map
Families
Children
(multinational classes only)
and
practice
A
lively
students'
activity
that
varied
emphasises
the
backgrounds
for
students other, the
Level
Elementary
Activity type
Level
to
Activity type Equipment/ Materials
None
Plus...
A p i e c e of c o l o u r e d
Pairwork
card
G i v e e a c h student a slip of paper.
•
it's class
know as
a
use wher
each group
ft
Beginner to
Prepared cards
(see b e l o w ) •
Prepare c a r d s w i t h the n a m e of c half of a f a m o u s c o u p l e or pair c
the w o r l d
e a c h o n e for e x a m p l e , M i c k e y •
Mouse and Minnie Mouse.
Put the n a m e s of all the students
sentences may w o r k well with
into a 'hat'. D r a w t h e m out in pairs
lower level classes.
a n d seat the pairs together.
•
H a n d the cards out to the studer M a k e sure that they c a n r e m e m l
The pairs interview e a c h other
their n e w n a m e s a n d then ask tf
redistribute them randomly. A s k
about where they c o m e from and
to find their partners. Encourage
each student to think of the
students take notes.
them to use simple language if
Each student t h e n tells the class
you?' 'Are you
C o l l e c t the slips of paper a n d
p i e c e of p a p e r they are h o l d i n g .
•
p o s s i b l e , for e x a m p l e , ' W h o are •
The students then m i n g l e to 'find' and
...?'
about their n e w friend.
H e l p at this stage if necessary.
•
already together
and a
time
Materials
questions to find the person w h o s e
•
in
Equipment/
Ask t h e m to write three c o m p l e t e sentences about their family. Fewer
first
are
one
ice
Activity type P a i r w o r k / m i n g l e
and a wall m a p of •
may but
this
Pre-intermediate
Mingle/open space
Slips of paper
the
Level
onwards
Intermediate
activity
Equipment/ Materials
Elementary
enjoy
breaking
• •
'be found'.
W h e n all the pairs are together,
As h o m e w o r k , give e a c h student a
c a n i n t r o d u c e t h e m s e l v e s to the
piece of coloured card. They should
class a d d i n g additional informat
describe the place w h e r e their O t h e r useful topics i n c l u d e : houses,
i f t h e y c a n , f o r e x a m p l e , ' H i , I'n
p a r t n e r c o m e s f r o m (for e x a m p l e ,
animals, hobbies, holidays.
Minnie Mouse.
'Yun-Taek c o m e s from Seoul, the
girlfriend.'
capital of South Korea
...').
This activity is an adaptation of an activity in
Classroom
Dynamics
(Jill
Hadfield,
OUP).
•
T h e next d a y e a c h student is r e s p o n s i b l e for p l a c i n g their c a r d in the right p l a c e on a w o r l d m a p , using ribbons or pieces of string to s h o w the exact location.
34
I'm M i c k e y ' s
Icebreakers and W e l c o m i n g Activities
Lying G a m e Cynical
teenagers,
curious
about
to
score
who
one
Conversation Dice
might
another,
not are
be happy
points!
Level Activity type Equipment/ Materials
A
good
students for
Elementary
activity who
free
the
Elementary
Competitive
Activity type W h o l e c l a s s
activity/game
Equipment/ Materials
Sometimes confidence
when
=
5
•
=
Zeta Jones and M i c h a e l
•
sticky label. The students mingle a n d try to f i n d their partners. 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 sit together and brainstorm whatever
If a student t h r o w s the s a m e n u m b e r
t h e y k n o w a b o u t the c o u p l e that
he or she can either t h r o w
they have been allocated.
the d i c e again, or give m o r e
themselves. A g a i n , o n l y o n e i s t r u e .
information. •
As e a c h student w a l k s into the c l a s s r o o m , present t h e m with a
T h e students take it in turns to
twice,
of information a b o u t
Douglas.
label.
Ask someone about
o n t h e list that y o u h a v e p r e p a r e d .
• The students t h e n w r i t e t h r e e p i e c e s
B e f o r e t h e l e s s o n , d r a w up a list of
Write each n a m e on to a sticky
throw, they have to p e r f o r m the task
board.
Labels
Antony and Cleopatra, Catherine
Tell the g r o u p a b o u t
t h r o w the dice. Each time they
wish, points c a n be r e c o r d e d on the
• The g a m e c a n t h e n b e r e p e a t e d a s
Pre-intermediate
f a m o u s c o u p l e s , for e x a m p l e ,
their hobbies
w h i c h story t h e y b e l i e v e a n d , w h e n verdict, g i v i n g their r e a s o n s . If y o u
•
your family
Be p r e p a r e d ! • The students d i s c u s s , in g r o u p s ,
relaxed
P r e p a r e a list of tasks c o r r e s p o n d i n g
4
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 else
Equipment/
example:
of w h i c h is true. T h e students m a y
to
Activity type P a i r w o r k / m i n g l e
A set o f d i c e
to the n u m b e r s on the d i c e , for
information about yourself, o n l y o n e
easier someone
onwards
Materials
• Tell t h e s t u d e n t s t h r e e p i e c e s o f
everyone is ready, they d e l i v e r their
it's you're
Level
onwards
None •
above.
lower-level lack
interaction
Level
onwards
for
may
Famous C o u p l e s
•
W h e n all the c o u p l e s are seated, they take it in turns to present as
After ten minutes, w h e n
much
c o n v e r s a t i o n is f l o w i n g freely,
information as they can about
their n e w identities. Encourage the
dispense with the dice.
other students to contribute. •
N o w that the ice has b e e n b r o k e n , the students m a y w i s h to d i s c o v e r m o r e a b o u t o n e another's true identities.
35
Dialogues Example Dialogues
S c r i p t e d d i a l o g u e s h a v e a l w a y s b e e n a part o f language teaching, whether contrived and
1 Nightclub
w o o d e n , or authentic and fresh. T h e y can be found in coursebooks, may be written by teachers themselves, or can be taken from radio, films or
•
TV programmes.
y\
—
Vic:
Oh no! Not this track again!
Bob:
I know. This is the third time he's played it tonight.
I n this s e c t i o n w e are c o n c e r n e d w i t h t h e use o f
Vic:
I wish he'd play something decent.
short r e c o r d e d d i a l o g u e s a n d t h e i r t r a n s c r i p t s , n o t
Bob:
I know. This music's driving me up
p r i m a r i l y for d e v e l o p i n g l i s t e n i n g s k i l l s , but a s t h e
the wall.
basis for m o r e i n t e n s i v e l a n g u a g e w o r k . D i a l o g u e s
o
c a n be used to teach n e w v o c a b u l a r y in a clear
2 Under the weather
c o n t e x t , t o present f u n c t i o n a l l a n g u a g e , a n d t o
Sue:
introduce n e w structures; as w e l l as to present a n d p r a c t i s e stress, r h y t h m a n d i n t o n a t i o n .
Jan: Sue:
B e f o r e u s i n g a d i a l o g u e , it's a l w a y s best to m a k e features i t c o n t a i n s . M a r k i n g t h e t r a n s c r i p t for
Jan:
p r o n u n c i a t i o n , i n the w a y that has b e e n s h o w n
(Example
Dialogues),
helps
to
l a n g u a g e . It c a n a l s o serve as the basis for t h e students' written r e c o r d .
and
Practice
Activities.
Well, I feel a bit under the weather,
o
What's the matter?
Jan:
Have you tried taking an aspirin?
Sue:
I have, but it didn't help.
Jan: Sue:
I n this s e c t i o n t h e a c t i v i t i e s are d i v i d e d i n t o t w o
Presentations
a
Sue:
remind
y o u of these features - in a d d i t i o n to t h e target
parts:
o
Fine. And you?
to be honest.
sure that y o u are f u l l y a w a r e o f t h e p h o n o l o g i c a l
opposite
Hi. How's things?
o
o
o
Perhaps you should see a doctor. I think I wiil.
o
These
are c r o s s - r e f e r e n c e d so that it is c l e a r w h i c h
Key
activities m a y most easily be c o m b i n e d w i t h i n a
w a v y line - intonation b l a c k d o t - s e c o n d a r y stress
single lesson.
w h i t e c i r c l e - p r i m a r y stress
36
Presentations
Stressed W o r d s Construct
dialogues
from
stressed
Student Listen
and
Scribe
dictate
Listen
words
Level Activity type Equipment/ Materials
Elementary
onwards
Level
All
Whole
levels
Pairwork/groupwork
Activity type
(optional)
Equipment/ Materials
Single cassette player
Single cassette player;
Plus
A
A
predict
what
is
...
class
Level
Elementary
Activity type
Whole
Equipment/ Materials
coming
(see
below)
Plus...
may b e f o l l o w e d b y D i s a p p e a r i n g D i a l o g u e , First-line Change, Parallel Situations
onwards
class
Single cassette player; O H P
dialogue
dialogue
(see b e l o w )
A
(optional)
dialogue
(see
below)
m a y b e f o l l o w e d b y Disappearing Dialogue, First-line C h a n g e , Parallel Situations
m a y be f o l l o w e d by any practice activity
•
•
C h o o s e a d i a l o g u e (of f o u r to e i g h t lines) that y o u feel w i l l be
• Find a short d i a l o g u e (of f o u r to
This activity w o r k s best w i t h d i a l o g u e s of four to six lines. It is
c h a l l e n g i n g for y o u r students. T h e y
ideal for presenting n e w language.
eight l i n e s ) w h i c h i s a p p r o p r i a t e f o r
m a y u n d e r s t a n d the gist, but w i l l
the l e v e l o f y o u r s t u d e n t s . L i s t e n t o
o n l y be able to decipher it
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
c o m p l e t e l y after l i s t e n i n g t o t h e
t h r o u g h a d i s c u s s i o n , or use pictures
words on the transcript.
d i a l o g u e a n u m b e r of times.
or realia.
• Write these stressed w o r d s o n t o
•
G i v e o n e student in the class the
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
cassette-recorder. M a k e sure that the
set for e a c h g r o u p o f s t u d e n t s .
tape is in the right p l a c e .
• Play t h e 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 t u d e n t s . E l i c i t t h e c o n t e x t i n
•
•
that y o u a r e g o i n g t o p l a y t h e dialogue a g a i n . • I n their g r o u p s , t h e s t u d e n t s h a v e t o
the b o a r d .
•
then play the second line. Deal with
p r o d u c e an exact transcript. They
any comprehension problems. Then
c a n ask the student w i t h the
d r i l l t h e first t w o l i n e s , first i n c l o s e d
cassette-recorder to pause and
pairs a n d then in o p e n pairs. •
W h e n the class has c o m p l e t e d this
w h o l e d i a l o g u e has been practised. •
using a photocopied O H T
the target l a n g u a g e b e f o r e m a r k i n g features a n d drilling.
Write the d i a l o g u e on the b o a r d with the students' help or project it
task t o y o u r satisfaction, f o c u s o n the transcript for p h o n o l o g i c a l
A s k the students to predict the next line. C o n t i n u e in this way, until the
to do this. •
A s k the students to predict the next
write on the board, in order to
the language they w i l l n e e d in order
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 .
agreed v e r s i o n o f t h e d i a l o g u e o n
in terms of language and pronunciation.
line. Discuss their predictions a n d
times as they like. R e m i n d them of
order i n w h i c h t h e y h e a r t h e m . P l a y
Play the line a g a i n a n d get the students to repeat it accurately both
is to tell the class s c r i b e w h a t to
replay parts of the d i a l o g u e as m a n y
arrange t h e s t r e s s e d w o r d s i n t h e
they h a v e f i n i s h e d t h i s , w r i t e a n
•
E x p l a i n to the class that they are going to hear a dialogue. Their a i m
cards y o u h a v e p r e p a r e d . E x p l a i n
stressed w o r d s o n t h e c a r d s . W h e n
b u i l d up the context in greater
and is not a l l o w e d to speak.
each g r o u p o n e o f t h e sets o f t h e
dialogue a s best t h e y c a n , u s i n g t h e
P l a y t h e first l i n e of t h e d i a l o g u e . Ask comprehension questions and
pen. This person is the class 'scribe'
and ask s o m e c o m p r e h e n s i o n
• Ask the g r o u p s t o r e c o n s t r u c t t h e
•
Set t h e s c e n e f o r t h e d i a l o g u e
A s k a n o t h e r student to stand at the b o a r d a n d give h i m or her a b o a r d
questions. • Put the c l a s s i n t o g r o u p s a n d g i v e
•
detail.
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
Prediction
next
photocopies
Plus...
Line-by-Line
Dialogues
•
F o c u s on the target l a n g u a g e , a n d d i s c u s s stress, i n t o n a t i o n a n d other p h o n o l o g i c a l features, m a r k i n g the
• Listen a g a i n a n d c o r r e c t t h e v e r s i o n
transcript where
o n the b o a r d f o c u s i n g o n t h e t a r g e t language, b e f o r e m a r k i n g phonological features.
37
necessary.
Practice Activities
Presentations
Dialogues
Split-completion D i a l o g u e Create
a
dialogue
discourse
and
work
Rearrange
on
Activity type Equipment/ Materials
Learn
as
it
Level
All
Activity type
Pairwork
Pairwork
Equipment/ Materials
Photocopies
Equipment/ Materials
None
Plus
A
Plus...
A
OHP
(optional);
A dialogue
...
levels
dialogue
(see
is
gradually
levels
dialogue
(see
below)
below)
(Example m a y b e f o l l o w e d b y Ray's M e t h o d ,
m a y f o l l o w Stressed W o r d s , Student Scribe,
First-line C h a n g e , Parallel Situations
Line-by-Line P r e d i c t i o n
•
•
C h o o s e a d i a l o g u e of a b o u t four to
C h o o s e a d i a l o g u e of a b o u t four to
eight lines. M a k e a p h o t o c o p y of
eight lines. Begin the activity with
You will need: copies of the
the d i a l o g u e for e a c h pair in the
the w h o l e dialogue written clearly
d i a l o g u e for half the class, w i t h Sue's
class. Cut up e a c h p h o t o c o p y line
on the board.
lines d e l e t e d ; c o p i e s of the d i a l o g u e
by line a n d put these lines into an
for the other half of the class, w i t h
envelope. •
deleted,
f o l l o w e d by a dotted line.
•
•
student in e a c h pair Sue's lines, a n d
•
t h e other, Jan's l i n e s . Tell t h e m t o
w o r d s f r o m the b o a r d . This m a y
Play the d i a l o g u e . T h e students
i n v o l v e a degree of negotiation b e t w e e n t h e students, if t h e stressed
S h o w the students a c o p y of the
w o r d s have not already been
original dialogue, using either the
l o o k c a r e f u l l y at their parts of the
marked.
board, a photocopied O H T , or
dialogue and to work individually to
•
photocopies.
try to fill in the m i s s i n g l i n e s . •
W h e n they have c o m p l e t e d this, 'names only' dialogue. Individually, they s h o u l d transfer the n e w lines
In pairs, the students act o u t the dialogue again.
F o c u s on the target l a n g u a g e , a n d d i s c u s s stress, i n t o n a t i o n a n d o t h e r
g i v e all the students a c o p y of the
W h e n they h a v e d o n e this, ask o n e of the students to erase the stressed
listen to c h e c k .
Put the students into pairs. G i v e o n e
Put the students into pairs. A s k them from the board.
G i v e o n e of these envelopes to each lines into the correct order.
leaving only their names
•
to act out the dialogue, reading
pair of students. A s k t h e m to put the
c l a s s w i t h S u e a n d Jan's l i n e s
•
A s k another student to erase words
p h o n o l o g i c a l features, m a r k i n g the
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
transcript where
verb forms.
necessary.
that they h a v e w r i t t e n o n t o this
•
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
sheet of paper. Take b a c k 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 . This
o r i g i n a l sheets at this point.
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 board is almost, or completely
In pairs, the s t u d e n t s r e a d t h e i r
blank.
lines, p r o d u c i n g a s o m e w h a t disjointed dialogue. Each pair then
•
(
works to repair their o w n d i a l o g u e
P r o v i d e the students w i t h a written record of the d i a l o g u e .
so that it reads m o r e c o h e r e n t l y . The students perform their dialogues. •
dialogue erased
Pairwork
the d i a l o g u e for e a c h student in the
•
a
being
All
Jan's l i n e s d e l e t e d ; a n d a c o p y o f
•
cohesive
Level
Parallel Situations
•
a
Activity type
m a y b e f o l l o w e d b y First-line C h a n g e ,
•
form
Pre-intermediate
D i a l o g u e 2, p a g e 36)
•
to
onwards
photocopies
Plus...
lines
dialogue
features
Level
Disappearing Dialogue
Cut-up D i a l o g u e
L o o k at the o r i g i n a l d i a l o g u e s . Discuss the differences.
38
Practice Activities
Ray's M e t h o d
First-line C h a n g e Adapt a
dialogue
to
follow
a
new
first
line
Help
one
another
to
learn
Parallel Situations
a
Adapt
All
Activity type
levels
what
has
been
learnt
Level
All
levels
a
new
Level
Elementary
Pairwork/groupwork/
Pairwork/mingle
Activity type
Pairwork/mingle
Activity type
Equipment/ Materials
Slips of paper
Equipment/ Materials
Photocopies
Plus ...
A
Plus
A dialogue
Equipment/ Materials
None
Plus
A dialogue
dialogue
to
situation
dialogue
Level
Dialogues
...
(see b e l o w )
onwards
mingle
(Example
D i a l o g u e 2, page 36)
...
(Example
D i a l o g u e 1, page 36) may 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
m a y f o l l o w Stressed W o r d s , Line-by-Line
practice
Prediction, Cut-up Dialogue
• On slips of p a p e r , w r i t e a n u m b e r of
•
m a y f o l l o w any presentation and controlled practice
In o r d e r to use this activity, y o u •
A s k the students to stand in an o p e n
different lines w h i c h m i g h t start
need the f o l l o w i n g : c o p i e s of the
dialogues similar, or parallel to
d i a l o g u e for half the class, w i t h
space. A s k t h e m to find a partner
Example D i a l o g u e 1. A l t e r n a t i v e s to
s o m e of the w o r d s in Sue's lines
a n d act out E x a m p l e D i a l o g u e 1
' O h no! N o t this track a g a i n ' m i g h t
g a p p e d ; and copies of the dialogue
best they c a n .
be ' O h n o ! N o t this e p i s o d e a g a i n . '
for the other half of the class,
' O h no! N o t this c o m m e r c i a l a g a i n . '
w i t h s o m e o f t h e w o r d s i n Jan's
' O h n o ! N o t this d i a l o g u e
lines g a p p e d .
•
as
The students m i n g l e a n d then find another partner to act out another similar dialogue.
presentation a g a i n . ' •
Put the students into pairs, give t h e m the copies of the dialogue and
• G i v e these slips of p a p e r to 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
ask t h e m to act it out. If the student
students t o m i n g l e . W h e n a p e r s o n
w h o is acting out Sue is unable to
with a slip m e e t s a p e r s o n w i t h o u t
r e m e m b e r the m i s s i n g w o r d s ,
o n e , t h e y start a c o n v e r s a t i o n u s i n g
s h o u l d h e l p her. If t h e s t u d e n t w h o
their l i n e a n d d e v e l o p i t a l o n g
is a c t i n g o u t Jan is u n a b l e to
'Jan'
similar lines to t h e p r e v i o u s l y
r e m e m b e r her missing words, 'Sue'
practised d i a l o g u e .
s h o u l d h e l p her. •
O n c e they have d o n e this, the class m i n g l e . A n y 'Sue' m a y find a n y 'Jan' a n d act o u t the d i a l o g u e w i t h her.
•
W h e n this has g o n e on for a w h i l e , the students e x c h a n g e roles a n d transcripts a n d continue in their new
•
roles.
Finally, the students return to their original pairs a n d act out the dialogue.
•
Provide the students with a written record of the d i a l o g u e . In this case, they m a y fill in their g a p p e d version.
39
•
Tell t h e m that s o m e t h i n g has changed. You may wish to change the roles they are in. For e x a m p l e , S u e is n o w a d o c t o r a n d Jan a patient; or y o u m a y wish to change the situation, for e x a m p l e , Sue n o w has
hayfever.
7
Warmers and Fillers Everybody needs warmers and fillers. 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 s s o n ; f i l l e r s in t h e m i d d l e o r a t the e n d . W h e n a n a c t i v i t y i s u s e d a s a w a r m e r , t h e t e a c h e r ' s a i m m a y be to get the students t a l k i n g a n d t h i n k i n g i n E n g l i s h , motivating them and getting t h e m to think about the t o p i c t o c o m e . T h e a i m m a y a l s o b e t o get t h e students w o r k i n g a s a g r o u p . O r a g a i n i t m a y b e t o a v o i d a p r e d i c t a b l e b e g i n n i n g t o e a c h l e s s o n , for e x a m p l e , 'Turn t o p a g e 1 1 3 . ' W h e n an a c t i v i t y is u s e d as a filler, t h e t e a c h e r ' s a i m may be to provide a change of pace, fill an a w k w a r d g a p o r f i n i s h off t h e l e s s o n o n a p o s i t i v e and purposeful note. On a linguistic level, w a r m e r s a n d fillers c a n b e u s e d t o r e c y c l e previously taught language, as w e l l as d i a g n o s e p r o b l e m s b e f o r e a n i n p u t stage o r test after n e w l a n g u a g e has b e e n i n t r o d u c e d . T h e y c a n b e u s e d to practise the four skills of s p e a k i n g , listening, reading and writing. It's w o r t h t r y i n g a r a n g e of a c t i v i t i e s w i t h y o u r students, s o that y o u f i n d w h i c h o n e s w o r k best. These c a n then b e c o m e regular sessions, giving y o u r students s o m e t h i n g t o l o o k f o r w a r d to, a n d p r o v i d i n g c o n t i n u i t y w i t h i n the class syllabus.
40
Warmers and
O n e - W o r d Story on Paper
Make a Paper Aeroplane Giving language results
instructions can
be
in
a
foreign
An
hard
...
and
writing
the
invaluable skills
activity at
all
to
practise
basic
First Letter, Last Letter A
pronunciation
spelling
levels
Fillers
game
that's
really
a
game
hilarious!
Level
Elementary
Level
onwards
(optional)
Materials paper •
• Ask the students w h e t h e r t h e y k n o w
Activity type
activity
Scrap paper
Equipment/ Materials
This activity w o r k s best w h e n the horseshoe, w i t h desks in front of
•
None
•
at a l l .
E x p l a i n to the students that they are
i s a t least o n e s t u d e n t w h o k n o w s
g o i n g to tell a story, but that t h e y
how to in each g r o u p . At l o w e r
are o n l y a l l o w e d to contribute o n e
levels, p r e - t e a c h a n y e s s e n t i a l
w o r d at a t i m e . Begin the story
vocabulary.
yourself w i t h the w o r d •
A s k the students to stand in a c i r c l e . Tell o n e student to say a n y w o r d
them.
• Divide the class into pairs or s m a l l
• Ask t h e ' e x p e r t s ' t o e x p l a i n t o t h e i r
Mingle/competitive
students are seated in a c i r c l e , or
how to m a k e a p a p e r a e r o p l a n e .
groups, but g r o u p t h e m s o that t h e r e
to
Intermediate
Equipment/
Equipment/ Scrap
Elementary
Activity type W h o l e c l a s s
Activity t y p e Pai r w o r k / g r o u p w o r k
Materials
Level
A l l levels
•
T e l l t h e s t u d e n t t o h i s o r h e r left t o s a y a w o r d that b e g i n s w i t h t h e last letter o f the p r e v i o u s w o r d , the next
the.
student continues in the same m a n n e r , f o r e x a m p l e , ' p e a c h ...
A s k t h e first s t u d e n t to c o n t i n u e t h e
partner(s) h o w t o m a k e a n d f l y a
story w i t h the next w o r d . Each
house
... e n g i n e e r ...
.'When
p r o b l e m s arise y o u s h o u l d
paper a e r o p l a n e . T h e i r p a r t n e r ( s ) i s
student then c o n t i n u e s the story by
given a p i e c e of p a p e r a n d is e i t h e r
a d d i n g o n e w o r d . At lower levels
blindfolded, or asked to k e e p
write the story on the b o a r d as it
his/her e y e s s h u t .
progresses. Correct any mistakes as
give students a five-second limit to
they o c c u r by using gesture. In a
e a c h w o r d . If they do not say an
m o n o l i n g u a l class, this activity c a n
appropriate w o r d in the time
• At lower levels, ask the s t u d e n t s to write t h e 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 o f t h e a c t i v i t y a s a r o l e p l a y . The ' e x p e r t ' i s s i g h t e d a n d i s t e l l i n g
•
a l l o w e d , they have to leave the circle.
G i v e e a c h student a sheet of paper.
and then has t o d e s c r i b e h o w i t f l i e s
story. T h e y t h e n pass the p i e c e of p a p e r t o t h e left a n d w r i t e o n e w o r d to c o n t i n u e the story on the piece of p a p e r that t h e y h a v e b e e n
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 c o f f e e , a n d s t a r t i n g a c a r .
•
To m a k e the activity into a g a m e ,
students' native language.
A s k t h e m t o w r i t e t h e first w o r d o f a
• Other tasks t h a t w o r k w i t h t h i s
•
be demonstrated by using the
.i blind friend h o w to m a k e a p l a n e , and w h e r e it l a n d s .
adjudicate.
handed.
R e p e a t t h i s . If 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 feels that t h e last w o r d i s i m p o s s i b l e , they pass it b a c k for correction. You may have to adjudicate. Finally students read out the stories.
41
Warmers and
Make a Paper A e r o p l a n e Giving language results
instructions can
be
in
a
foreign
An
...
and
writing
the
First Letter, Last Letter
O n e - W o r d Story on Paper
hard
invaluable skills
activity at
all
to
practise
basic
levels
Fillers
A
pronunciation
spelling
game
that's
really
a
game
hilarious!
Level
Elementary
Activity type
Pai r w o r k / g r o u p w o r k
Activity type W h o l e c l a s s
(optional)
Equipment/
Equipment/ Materials
Level
onwards
Materials Scrap
Level
A l l levels
Intermediate
Activity type M i n g l e / c o m p e t i t i v e activity
Scrap paper
Equipment/
paper •
• 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
horseshoe, with desks in front of
•
None
•
at a l l .
E x p l a i n to the students that they are
i s a t least o n e s t u d e n t w h o k n o w s
g o i n g to tell a story, but that t h e y
how to in e a c h g r o u p . At l o w e r
are o n l y a l l o w e d to contribute o n e
levels, p r e - t e a c h a n y e s s e n t i a l
w o r d at a time. Begin the story
vocabulary.
yourself with •
A s k the students to stand in a c i r c l e . Tell o n e student t o say a n y w o r d
them.
• Divide the c l a s s i n t o p a i r s or s m a l l
• Ask the ' e x p e r t s ' to e x p l a i n to t h e i r
Materials
This activity w o r k s best w h e n the students are seated in a c i r c l e , or
how to m a k e a p a p e r a e r o p l a n e .
groups, but g r o u p t h e m s o that t h e r e
Elementary to
the w o r d
•
T e l l t h e s t u d e n t to h i s or h e r left to 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 letter o f t h e p r e v i o u s w o r d , the next
the.
student c o n t i n u e s in the 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 ...
A s k t h e first s t u d e n t t o c o n t i n u e t h e
house
... e n g i n e e r ...
.'When
partner(s) h o w t o m a k e a n d f l y a
story w i t h the next w o r d . Each
paper a e r o p l a n e . T h e i r p a r t n e r ( s ) i s
student then c o n t i n u e s the story by
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
a d d i n g o n e w o r d . At lower levels
blindfolded, or asked to k e e p
write the story on the b o a r d as it
his/her e y e s s h u t .
progresses. Correct any mistakes as
give students a five-second limit to
they o c c u r by u s i n g gesture. In a
e a c h w o r d . If they do not say an
m o n o l i n g u a l class, this activity c a n
appropriate w o r d in the t i m e
be demonstrated by using the
a l l o w e d , they have to leave the
students' native language.
circle.
• At lower levels, ask t h e s t u d e n t s to write t h e 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 o f t h e a c t i v i t y a s a r o l e p l a y . The ' e x p e r t ' i s s i g h t e d a n d i s t e l l i n g
•
G i v e e a c h student a sheet of paper.
a blind friend h o w to m a k e a p l a n e ,
A s k t h e m t o w r i t e t h e first w o r d o f a
and t h e n h a s t o d e s c r i b e h o w i t f l i e s
story. T h e y t h e n pass the p i e c e of p a p e r t o t h e left a n d w r i t e o n e w o r d
and w h e r e i t l a n d s .
to c o n t i n u e the story on the p i e c e of
• Other tasks t h a t w o r k w i t h t h i s
p a p e r that they h a v e b e e n h a n d e d .
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 o r c o f f e e , a n d s t a r t i n g a c a r .
R e p e a t t h i s . If 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 that t h e last w o r d i s i m p o s s i b l e , they pass it b a c k for correction. You may have to adjudicate.
•
Finally students read out the stories.
41
p r o b l e m s arise y o u s h o u l d adjudicate. •
To m a k e the activity into a g a m e ,
Warmers and
Fillers
Spelling G a m e Your
students
breaktime
will
enjoy
playing
this
at
Simple for
too!
but
revision
effective or
vocabulary
Level Activity type
and a
can
warmer
be for
used a
new
A
Level
Activity type C o m p e t i t i v e
Elementary
popular
previous
small
with
classes,
children
A l l levels
activity/game
Equipment/ Materials
the
Activity type C o m p e t i t i v e Equipment/
None
Different coloured
Materials
board
None
pens
Put the students into pairs or s m a l l •
Put y o u r students into t w o teams.
D i v i d e the class into teams. Each
groups. Ask one student in each g r o u p to write the alphabet
Ask them to c o m e up with a long
letter to a w o r d . E a c h letter m u s t
vertically d o w n the side of a p i e c e
word,
contribute to a w o r d in English, but
o f p a p e r (or y o u m a y w i s h t o
t h i s w o r d d o w n t h e l e f t s i d e o f th<
team
which
completes a
p h o t o c o p y s o m e sheets in advance).
word •
Write a t o p i c on the b o a r d a n d give
Team
B
loses
one
point.
and
Team
A
Team
B says 'C Team A says 'A.'
Team
B
says
'R.'
Team
A
wins
and
the alphabet on their sheet of paper.
wins
one
point.
b e t w e e n t h e m for e a c h team to
•
students to c h e c k it in dictionaries.
letter o f the l o n g w o r d . L i m i t the
The g r o u p with the most w o r d s
w o r d s to a particular g r o u p : at l o w e r levels, for e x a m p l e , verbs, nouns etc; at higher levels, words
O n e w a y of e x t e n d i n g the activity is
c o n n e c t e d w i t h c r i m e , cars etc.
to circulate the sheets r o u n d
If a t e a m f e e l s that t h e o p p o s i n g t e a m has u s e d a letter w h i c h d o e s not b u i l d a w o r d in English, they m a y c h a l l e n g e . If the o p p o s i n g t e a m is u n a b l e to p r o d u c e a w o r d , the team challenging gains o n e point. If
For e x a m p l e :
different groups. The students note d o w n any new vocabulary and
may
Robber
challenge any inappropriate words
House-breaker
or spelling mistakes. Expect heated
Innocent
debate.
N ...
a c h a l l e n g e is i n c o r r e c t , the o t h e r team gains o n e point.
•
back of the 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
T e a m A says ' M ' . T e a m B says ' Z ' .
A
challenges
and
wins
of the class to w r i t e a w o r d . He o
a
she runs b a c k to h a n d the pen to
point.
a n o t h e r m e m b e r o f t h e t e a m . The
m
first t e a m t o c o m p l e t e all the w o n
T e a m B says 'A'. T e a m A says 'A'.
Team
B
'Aardvark'
challenges. and
G i v e e a c h team a different coloui b o a r d p e n a n d ask t h e m to go to
For e x a m p l e :
Team
Tell the students that e a c h t e a m h to write o n e w o r d across for each
wins. •
Wi
write a w o r d across.
C h e c k the s p e l l i n g o r tell the
Team B loses
rhinoceros.
y o u h a v e left e n o u g h s p a c e
t o p i c b e g i n n i n g w i t h e a c h letter o f
T e a m A says 'A.' T e a m B says ' N . '
example
b o a r d a n d again d o w n the centre
to write o n e w o r d related to that
For e x a m p l e :
for
o n c e for e a c h t e a m . M a k e sure th
the students a t i m e limit. T h e y have
•
very
of with
activity/game
Pairwork/competitive
awarded a point.
•
good
Level
onwards
loses a n d the o p p o s i n g t e a m is
•
version
-
t e a m takes it in turns to a d d a
the
•
livelier
activity and
area
Pre-intermediate
• •
as
onwards
activity
Equipment/ Materials
The Rhinoceros G a m e
A l p h a b e t Race
gains
Team one
A
across wins.
says point.
T h e best w a y to e x p l a i n this 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 it.
42
Warmers and
Busybodies Students Take
insist
on
A n y t h i n g in the W o r l d
Just a M i n u t e
sidetracking
you?
A
variation
radio
advantage
on
the
well-known
BBC
show
Twenty
Elementary
Level
onwards
Activity type P a i r w o r k Activity type
Equipment/ Materials
Equipment/ Materials
• Allocate e a c h of t h e s t u d e n t s a
forming
or
Mineral
Animal, -
classic
Level
Elementary
Activity type
Competitive
onwards
activity/game
Competitive
A watch
practice
questions
Intermediate
Equipment/ Materials
None
(a s t o p w a t c h
is ideal); c a r d s
question w o r d , for e x a m p l e ' W h y ? '
or
onwards
activity/game
None
Questions
Vegetable of
Level
Fillers
•
T h i n k of an object, a n i m a t e or inanimate, anything in the w o r l d .
'Where?' ' D i d ? ' E x p l a i n that y o u are Write on cards s o m e topics that
Tell the students that they have to
morning, starting f r o m w h e n y o u
y o u r class w i l l feel c o n f i d e n t talking
find out w h a t y o u are t h i n k i n g of by
woke up. T h e i r task is to stop y o u
about, for e x a m p l e ' M y h o u s e '
asking 'yes/no'questions. If y o u like,
arriving a t t h e s c h o o l b y a s k i n g y o u
' M y last h o l i d a y ' . Y o u m a y w i s h t o
y o u c a n limit the n u m b e r of
too m a n y q u e s t i o n s . G i v e t h e m a
use the cards for S u m m a r i e s C i r c l e
questions, or have a t i m e limit.
time l i m i t . M a k e i t l o n g e r i f t h e
(Circles).
going t o tell t h e m a b o u t y o u r
class i s m o r e a d v a n c e d .
•
• •
A s k a m o r e c o n f i d e n t student to
T h e student w h o asks the final 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 ? '
take a card at r a n d o m a n d read the
then thinks of the next 'thing'.
activity, y o u c a n g e t t h e s t u d e n t s t o
topic a l o u d to the group. Explain
The game continues.
play i t i n p a i r s . B u t t h i s t i m e t h e
that the a i m of the g a m e is for this
• Once you have demonstrated the
students a r e n o t l i m i t e d t o o n e
student to talk on this subject for
question w o r d .
o n e minute without hesitating or m a k i n g a serious g r a m m a t i c a l error.
Thanks l o R i c h a r d S i d e f o r t h i s i d e a .
•
Tell the other students to c h a l l e n g e if they feel that rules have b e e n broken. You will need to adjudicate here. If the c h a l l e n g e is a c c e p t e d , the c h a l l e n g e r has to s p e a k on the s a m e subject for the r e m a i n i n g time. T h e student s p e a k i n g at the e n d of the m i n u t e w i n s a point.
•
C o n t i n u e the g a m e w i t h another student and a n e w topic card.
43
Warmers and
Fillers
Good
practice
for
all
kinds
of
Give
your
practice
questions
Absent Friends
Class Expert
Yes/No - Black/White G a m e
students
with
this
valuable
question
A
warmer
arrives
activity
even on
Level
Elementary
Activity type
Level
onwards
•
None
encourage
•
when
and
your
drabs
them
to
-
class it
may
arrive
time! Pre-intermediate onwards
Activity type W h o l e c l a s s
Activity type W h o l e c l a s s
Equipment/
Equipment/ Materials
None
Materials
•
A s k the class to think about
None
A s k the class to i m a g i n e w h e r e their
subjects or t o p i c areas w h i c h they,
absent classmates are, a n d w h a t
a i m is to survive for o n e m i n u t e
as i n d i v i d u a l s , k n o w a lot a b o u t , for
they might be d o i n g . Take each
w i t h o u t saying 'yes,' 'no,' 'black,' or
e x a m p l e : English football, banking,
student in turn a n d record the
' w h i t e ' . Tell the o t h e r students that it
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
class's guesses. W h e n the student
is their a i m to force the person in
class).
seat'. Tell this p e r s o n that his or her
the h o t seat t o use o n e o f these words. •
use
Level
Intermediate
Competitive
A s k o n e s t u d e n t t o sit i n t h e ' h o t
to dribs
onwards
activity/game
Equipment/ Materials
in
•
' D o y o u live in Paris?'
know
'Have you
that
I
do.'
' Y o u just s a i d " n o , " d i d n ' t y o u ? '
I
didn't...
write their topic next to their n a m e .
h a v e m i s s e d his bus a g a i n . He's
E x p l a i n that, o v e r the c o m i n g
p r o b a b l y just s t u c k i n t r a f f i c '
questions on their c h o s e n area. •
W h e n all the students have written up a t o p i c , f i n d a student w h o is
agh!!'
w i l l i n g t o start t h e b a l l r o l l i n g . Introduce b o t h the student a n d his or her t o p i c area to the class, a n d invite the other students to ask questions or s i m p l y to c h e c k the things they
think t h e y
know
about
the 'expert's' c h o s e n area, for e x a m p l e 'Are there m a n y
Italian
players in English teams?' 'There are four leagues in English football, aren't •
Excellent p r a c t i c e for m o d a l verbs and adverbs.
to take it in turns to a n s w e r
been to Switzerland?'
•
the c l a s s r o o m . A s k each student to
w e e k s , y o u w o u l d like the students
'Never.'
'No,
M a k e a list of t h e s t u d e n t s ' n a m e s a n d put it up on a n o t i c e b o a r d in
For e x a m p l e :
'You
arrives, they c a n tell the class w h e t h e r they w e r e right or not.
there?'
If y o u w i s h to e x t e n d the activity, ask the students to write d o w n , on a p i e c e o f paper, a n y t h i n g n e w that they have learnt d u r i n g the session. T h e y s h o u l d h a n d these slips to the 'expert' for c h e c k i n g .
44
For e x a m p l e ' H e can't
Warmers and
In My G r a n d m o t h e r ' s Chest A
children's
favourite
emphasises word
the
order
in
Level
which
Stress Practise
stress
by
of
it.
Level
and
Intermediate
Activity type
Competitive
Equipment/ Materials
None
my g r a n d m o t h e r ' s
Plus...
I:
'In
my
grandmother's
chest, I f o u n d an a n g r y a n t a n d a
'In
giving
instructions
my
Beginner to Pre-intermediate
Activity type
Groupwork
activity/game
Equipment/ Materials
Labels
Large sheets of paper •
E x p l a i n to y o u r students that s o m e c o m p a n i e s are n o w so scared of
knowledge
of p h o n e m i c chart
b e i n g s u e d that 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 of p e a n u t s that carries
•
grandmother's
f o l l o w i n g message: 'Instructions:
patterns, for e x a m p l e 'Tuesday...
O p e n p a c k e t , eat c o n t e n t s . '
December...
July.'Make
f o u r p o s t e r s w i t h t h e f o u r stress
book and a c l e v e r cat.'
nuts.' A n A m e r i c a n airline gives the
which
c o n f o r m t o f o u r d i f f e r e n t stress Saturday...
chest, I f o u n d an a n g r y a n t , a b i g
the f o l l o w i n g w a r n i n g : 'Contains
M a k e a list of at least t w e n t y recently-taught w o r d s
big b o o k . '
Student 2 :
on
Competitive
Teacher's
chest, I f o u n d an a n g r y a n t . '
Student
angle
warnings
Level
Beginner to
and d r a w i n g pins
Teacher: 'In
different
and
activity/game
•
A
Instructions
English
Elementary
Equipment/ Materials
rid
adjective-noun
Pre-intermediate
Activity type
getting
Stupid
Fillers
•
patterns clearly m a r k e d , for e x a m p l e
labels a n d a different c o l o u r e d pen.
Oo... Ooo... 0O0... oO.' P l a c e
• Encourage the class to c o n t i n u e as
T h e i r task is to w r i t e as m a n y
these posters a r o u n d the r o o m .
above. Stop at Z. •
objects in the c l a s s r o o m , as they
m i d d l e o f the r o o m . Tell t h e m t o run
can in an allocated time.
w o r d w h i c h you read out.
•
As s o o n as they have written an instruction, they label the object.
W o r k t h r o u g h t h e list o f w o r d s i n
At the e n d of the activity, the class
this w a y . If there is a n y d i s a g r e e m e n t ,
d e c i d e s on the funniest instructions.
repeat the w o r d until e v e r y b o d y is in the same place. W h e n there is total
agreement, everybody shouts
out the w o r d together. •
'stupid instructions' or w a r n i n g s for
A s k your students to go into the to the appropriate poster for the
•
D i v i d e y o u r class into groups. G i v e each g r o u p a generous n u m b e r of
This activity also works well with individual phonemes. Used regularly it can be an effective w a y of t e a c h i n g , a n d learning, the p h o n e m i c chart, especially for children.
45
Warmers and
Fillers
Prepositions,
shapes
and
A
much
more
Level
Elementary
Equipment/ Materials Plus...
•
a
aid:
themselves
Level
that
makes
valuable
students
Creaf
Groupwork/
Materials
None
•
Pre-intermediate onwards
Activity type M i n g l e / o p e n s p a c e activity
None
Equipment/ Materials
Put the students into pairs. A s k t h e m
Plus...
Labels Teacher'sk n o w l e d g e
you
they are in a taxi. T h e student on
of p h o n e m e chart;
the right is an English taxi-driver.
o n e different
Tell t h e s t u d e n t o n t h e left t h a t t h e i r
on each
have produced
phoneme •
d r a w i n g s that a n o t h e r p e r s o n w o u l d find easy to reproduce.
g o i n g for a given time. •
•
Repeat the activity f r o m t i m e to
labels). T h e labels that y o u c h o o s e e a c h t i m e that y o u d o the activity
duration of the activity.
teams ( d e p e n d i n g on the n u m b e r s i n y o u r class). Instruct o n e m e m b e r
will d e p e n d on the n u m b e r of students in y o u r class, a n d the
T h a n k s to M a d r i d taxi drivers for this activity.
of each team, the 'drawers,' to stand
s o u n d s w h i c h y o u w i s h t o practise •
in front of the w h i t e b o a r d w i t h
W r i t e the p h o n e m i c chart out on a set o f l a b e l s (in o t h e r w o r d s , 4 7
time, each time extending the
Put your class into t w o or three
A s k the class to stand. G i v e each s t u d e n t a different p h o n e m e to wee
a board pen. Allocate each team
M a k e sure that e v e r y o n e
a section of the w h i t e b o a r d a n d
knows
w h i c h s o u n d they are wearing.
a different c o l o u r e d b o a r d p e n . •
Sitting in front of the w h i t e b o a r d ,
' C o n d u c t ' t h e c l a s s : first, e a c h s t u d e n t y o u p o i n t t o has t o utter
s h o w t h e first d r a w i n g t o e v e r y b o d y
their o w n s o u n d ; s e c o n d , all the
in the class, except those at the
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
b o a r d . E x p l a i n that the d r a w e r s
s o u n d ; finally, m o v e t w o students
have to r e p r o d u c e the pictures,
together to c o m b i n e their sounds t
as accurately and as q u i c k l y as
m a k e a w o r d in E n g l i s h . Do this a
possible, on the w h i t e b o a r d . The
f e w t i m e s to p r e p a r e the students (
other m e m b e r s of the t e a m are to
the next stage.
Enjoy the chaos! •
You may wish to deal with any
Tell the students to m i n g l e , lookin 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>
language problems before p r o c e e d i n g to the next picture,
written label
a i m is to keep the conversation
you want. These should be simple
•
class
Q u i c k d r a w i n g s that
P r o d u c e a n u m b e r of q u i c k
instruct t h e m .
large
t o sit s i d e b y s i d e a n d i m a g i n e t h a t
up of shapes, objects - w h a t e v e r
•
a
Level
A l l levels
Equipment/ activity
with
language-learning
Activity type P a i r w o r k
drawings with a board pen, made
•
warmer of
to
competitive
quick
aware
Intermediate
Activity type
P h o n e m e Labels
Taxi Ride
D r a w i n g Race
c a n m a k e a w o r d . A w o r d may ha
•
any n u m b e r of syllables. W h e n a
using n e w students as drawers.
g r o u p f o r m s , they c h o r u s the w o n
W h e n things get really noisy, ask
You s h o u l d c h e c k their answers.
y o u r s t u d e n t s t o sit o n t h e i r h a n d s . •
A t t h e e n d o f t h e a c t i v i t y , a s k 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 are that it 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 'schwa'.
46
8 Circles Circle activities are a w a y of p r o v i d i n g a s t r u c t u r e
C i r c l e s r e q u i r e m i n i m a l p r e p a r a t i o n a n d are
which enables a n d e n c o u r a g e s students t o i n t e r a c t
e x t r e m e l y f l e x i b l e . T h e y are e x c e l l e n t lessons t o
in small g r o u p s . T h e y t a k e students o u t f r o m
' h a v e u p y o u r s l e e v e ' for o c c a s i o n s w h e n y o u are
behind their desks a n d a w a y f r o m t h e i r t e x t b o o k s .
a s k e d t o t e a c h w i t h little o r n o w a r n i n g .
The activities w h i c h f o l l o w s h a r e a f o r m a t . T h e y give a variety of structures or f r a m e w o r k s for
Students
student interaction (for e x a m p l e , r o u n d t h e c i r c l e , across the c i r c l e , w i t h i n the c i r c l e , c i r c l e s w i t h i n
Keiko
circles, students o u t s i d e a n d students i n s i d e t h e circle). These f r a m e w o r k s g i v e less c o n f i d e n t
Inger
students a s p a c e w i t h i n w h i c h t h e y c a n p r a c t i s e their English, as w e l l as g i v i n g m o r e c o n f i d e n t
Peter
Joon
students a m o r e d e f i n e d r o l e . T h e y c a n a l s o be used for classes w i t h p o o r d y n a m i c s .
Juan
Fritz
Circle activities c a n be u s e d for t h e p r e s e n t a t i o n ,
Maria
Luka
practice, testing a n d r e c y c l i n g of g r a m m a r , vocabulary and p r o n u n c i a t i o n , as w e l l as f o r fluency practice a n d n e e d s a n a l y s i s . 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 t h e whole class. H o w e v e r , a large c l a s s m a y be divided into s m a l l e r c i r c l e s for p r a c t i c e .
47
Summaries C i r c l e Ideal
for
help
you
the
beginning
with
of a
needs
course
to
analysis
e x p l a i n that his r o l e is: firstly, to
clarification. Take notes on other
take notes d u r i n g the c o n v e r s a t i o n ;
p r o b l e m areas a n d f o l l o w the
a n d secondly, w h e n all the
activity with a mistakes session.
questions have dried up, to give a
Level
A l l levels
Activity type
Whole
Equipment/ Materials
Prepared
Plus...
Two clipboards
it is Peter's turn to t a k e a c a r d a n d
and
Fritz's turn to act as note-taker. T h i s
Example
s u m m a r y of the topic discussed to
class
Cards
the w h o l e group.
cards
•
Summaries
Circle cards
my last holiday
W h e n L u k a has g i v e n his s u m m a r y ,
process then c o n t i n u e s a r o u n d the g r o u p . T h e note-takers h e l p to
A s k K e i k o to take o n e of the topic
ensure that a n y m i s u n d e r s t a n d i n g s
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 '
are cleared up.
my home
a n d to read it to the g r o u p . Tell the •
others that they c a n ask K e i k o a n y
You m a y need to 'feed in' s o m e language if the note-taker has any
q u e s t i o n s a b o u t h e r last h o l i d a y .
p r o b l e m s asking for repetition or
G i v e the c l i p b o a r d to L u k a a n d
Auxiliary Verb Circle Learners
are
discover
the
way
moves
like
a
English
often
surprised the
to
auxiliary
beachball
verb
between
sentences herself into a yes/no
p o s s i b l e . W i t h a large c l a s s , this
question for L u k a , for e x a m p l e ,
w o r k s best if the c i r c l e is split
' H a v e y o u got a car?' L u k a answers
into pairs.
this in a n y w a y he likes. Y o u m a y
speakers
• G i v e e a c h p a i r a c a r d , w h i c h they
h o w e v e r w i s h to 'feed in' the
Level
Beginner to Pre-intermediate
Activity type
Pairwork
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.
c a n use to initiate conversation.
' N o , I haven't'.
W h e n they have finished, they s h o u l d pass the card on around th
(optional)
• Agreeing U s i n g o n e o f t h e c a r d s
Equipment/ Materials
Prepared
Plus...
Auxiliary Verb
the circle yourself. U s e the activity
Circle cards
to practise these responses, for
cards
c i r c l e . In this w a y all the students
m o d e l ' N o r h a v e I ' a n d ' S o h a v e I'.
will be involved in simultaneous
T h e easiest w a y to do this is to j o i n
free p r a c t i c e .
Example
Cards
e x a m p l e ' H a v e y o u got a car?'
• Forming questions
G i v e the cards to
Keiko. She reads the card on the top
' Y e s , I h a v e ' ' S o h a v e I'.
I'm in my 20s.
• Differing In t h e s a m e w a y , m o d e l
of the p a c k to L u k a , w h o turns the sentence into a yes/no question.
other responses such as 'Have you?'
K e i k o t h e n passes the c a r d s t o Peter,
a n d 'I haven't' a n d then use the
w h o reads the next sentence to
activity to practise them.
Fritz. Go o n c e r o u n d the circle in
•
this way.
I've got a car.
Repeat the activity o n c e more, telling the students they c a n n o w respond in any w a y they like, and
• Answering questions G o r o u n d the? group again. This time Keiko looks
e n c o u r a g e t h e m to keep the
at the card and transforms the
c o n v e r s a t i o n g o i n g for as l o n g as
A
full
set
of Example
Cards
48
can
be
found
on
page
90.
Reporting C i r c l e (Lower) An
activity
practises said,
which
the
presents
basic
and
reporting
•
verbs
told and asked
Level
Elementary
Groupwork
prepared
r e p o r t i n g v e r b or structure. Put the
p r o d u c i n g their o w n cards in small
agreed verbs on the board a l o n g
g r o u p s , for other g r o u p s to use.
Discuss the change in the verb form
Example
Cards
I
a n d Fritz). •
Slips of paper;
Plus...
If 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
a n d m o v e o n t o the n e x t pair (Peter
(optional)
Equipment/ Materials
•
confident, they may enjoy
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 ) .
to
Intermediate
Activity type
If L u k a has p r o b l e m s , e n c o u r a g e the other students to help w i t h the
I like ice cream.
C o n t i n u e in this w a y until all the verbs a n d structures have b e e n
cards
elicited. If y o u do the activity using
Reporting Circle
the cards in the order suggested, the
(Lower) cards
I'm going to
differences b e t w e e n the verbs, a n d
watch TV tonight.
the structures that t h e y r e q u i r e , w i l l • Give the cards to K e i k o a n d ask h e r
be m a d e clear to the students.
t o read the t o p c a r d t o L u k a . L u k a •
then h a s t o r e p o r t b a c k t h e s e n t e n c e
Shuffle the cards a n d repeat the
that has b e e n w r i t t e n o n it, f o r
activity for further practice. W i t h
example: 'I like i c e - c r e a m ' , 'She
a large g r o u p y o u m a y w i s h to
told m e she l i k e d i c e - c r e a m ' o r ' S h e
p r o d u c e a greater n u m b e r of cards
said s h e l i k e d i c e - c r e a m ' .
for this stage of the activity.
Reporting C i r c l e (Upper) An
activity
reporting
which
verbs
Level
makes
practising
•
fun
Repeat the activity, using the slips
a n d Fritz. C o n t i n u e in this w a y until
e x a m p l e s to use for a later r e c y c l i n g
Intermediate
all the verbs a n d structures h a v e
activity.
onwards
been elicited. If you do the activity using the cards in the order
class
Reporting Circle (Upper)
•
cards
Shuffle the cards a n d repeat the activity for further practice.
•
• 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
G i v e the students three or four slips
If I were you, I'd take it back to the shop.
c h o o s e v e r b s f r o m t h e list o n t h e
has t o report b a c k t h e s e n t e n c e t h a t
b o a r d a n d to write on their slips
has been w r i t t e n o n it, f o r e x a m p l e :
phrases that c o r r e s p o n d to the
'Get out a n d d o n ' t c o m e b a c k ! ' -
verbs, for e x a m p l e : 'Let's g o t o the
'She t o l d m e t o get o u t a n d n o t t o
beach'
come back'. If L u k a h a s p r o b l e m s , encourage t h e o t h e r s t u d e n t s t o h e l p
«
full
( t o suggest).
Allow them
to
use their c o u r s e material or an appropriate reference book.
with the r e p o r t i n g v e r b o r s t r u c t u r e .
A
2
of paper each, telling them to
t o read the t o p c a r d t o L u k a . L u k a
set
Cards
Get out and don't come back!
the structure that f o l l o w s .
cards
K e e p the best
I
can be grouped easily according to
Slips of p a p e r ; prepared
Example
suggested, the verbs on the b o a r d
Equipment/
Plus...
•
they have produced.
Activity t y p e W h o l e
Materials
Put the agreed verb on the b o a r d a n d m o v e to the next pair - Peter
of Example
Cards
can
49
be
found
on
pages
91-92.
Circles
Quickfire Circle How
to
prepare
opening
gambits
use
often!
so
for that
those
idiomatic
native
speakers
'hot seat'. Students take it in turns to
other, w h o responds. If they c a n , tl
read their lines, g o i n g round the
pair c o n t i n u e the conversation.
c i r c l e . T h e p e r s o n in the hot seat
•
responds as best he or she c a n . At
Level Activity type
Pre-intermediate
this stage w e l c o m e a n y peer s u p p o r t
onwards
or correction.
Whole
class
•
Prepared
Plus...
Quickfire Circle
Y o u m a y n e e d to repeat this stage
cards
four or five times before the w h o l e
u p a n d d o the same.
Example
W h e n all the cards have b e e n read,
Equipment/ Materials
W h e n the improvisation c o m e s to 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<
repeat the p r o c e d u r e again w i t h
cards
Cards
What time do you call this?
different students in the hot seat.
group is familiar with the n e w •
M a k e up a set of c a r d s . T h o s e
expressions.
p r o v i d e d here are suitable for
•
advanced students; you m a y wish to
Where to, guv?
W h e n y o u feel the g r o u p is ready, put the cards on the floor in the
m a k e your o w n , appropriate to the
m i d d l e o f the c i r c l e . Invite t w o
level of your students.
students sitting o p p o s i t e e a c h other •
Pass the c a r d s out to all but o n e of
to stand up. O n e of the students
the students. This student is in the
takes a c a r d a n d reads it to the
Interview C i r c l e Intensive,
noisy,
free
•
practice
A s k t h e s t u d e n t s t o sit i n t w o c i r c l e s ,
•
•
Level
Elementary
Activity type
Pairwork/groupwork
Equipment/ Materials
None
Plus...
a job advertisement
onwards
the outer circle. •
At the e n d , the interviewers meet d i s c u s s w h o s h o u l d get the j o b . T
in the outer circle face in. The
a p p l i c a n t s d i s c u s s w h i c h interviev
students in the inner circle are the
they thought w a s most successful.
applicants; and those in the outer circle, the interviewers. If y o u have more than fourteen students, m a k e
p e r s o n w h o m i g h t get the j o b a n d
t w o sets o f c i r c l e s .
m a k e a list 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 that this p e r s o n m i g h t
•
have.
C o n d u c t all the interviews in pairs simultaneously. Give them a time limit.
E x p l a i n that half the students are applicants for the post a d v e r t i s e d ,
•
a n d that the other students are g o i n g
W h e n the t i m e has e l a p s e d , ask the interviewers in the outer circle to
to interview t h e m . W i t h a lower"
been interviewed by everybody ir
(you m a y need to join in to m a k e inner circle face out, and the chairs
advertisement. Discuss the k i n d of
•
m u s t h a v e the s a m e n u m b e r o f seats the numbers even). T h e chairs in the
As a class, study the 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 unti 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
o n e inside the other. Each circle
m o v e r o u n d o n e p l a c e t o t h e left.
level g r o u p , give t h e m time to
They will
prepare before p r o c e e d i n g to the
a p p l i c a n t . T h e y i n t e r v i e w this
next stage.
a p p l i c a n t for the j o b .
A
full
set
of Example
n o w be facing a new
Cards
can
50
be
found
on
page
94.
Circles
Make or
Waiting-room C i r c l e An
amusing
students
to
English
and
roleplay practise
Level
which both
helps functional
reporting
An
enjoyable
'make'
and
revision 'do'that
A
for
well
with
Level
None
Plus...
A set of c a r d s w i t h
Equipment/ Materials
of
by
heart
presented
class Elementary
Activity type
Whole
Competitive
Equipment/ Materials
None
Plus...
A list of c o l l o c a t i o n s ,
None
onwards
class
idioms or phrasal v e r b s that y o u w i s h
s h o r t / l o n g lists o f symptoms on them
learning
previously
Level
and
activity/game
Equipment/ Materials
way
Pre-intermediate
Elementary
Activity type
Croupwork
proven
collocations in
onwards
Activity type
activity works
children
Pre-intermediate
Collocation Circle
Do C i r c l e G a m e
•
P l a c e y o u r students in a s t a n d i n g
to teach
circle. Begin the activity yourself by saying 'Every day I
• Explain to the s t u d e n t s in the c i r c l e
make my bed.'
•
P l a c e y o u r students in a c i r c l e . Elicit
that t h e y a r e i n a w a i t i n g - r o o m .
A c c o m p a n y this w i t h a n a p p r o p r i a t e
t h e first c o l l o c a t i o n o n y o u r list, for
They are w a i t i n g t o c o n s u l t a n e w
mime.
e x a m p l e ' d e e p l y hurt'. G i v e the
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
•
expression and associated mime.
choose their o w n f r o m a l o n g e r list. These s h o u l d h a v e b e e n p r e - t a u g h t .
•
about t h e 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 .
• W h 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 i s o r h e r c o n s u l t a t i o n t o t h e
b e d (mime),
think of a gesture.
and
I do my h o m e w o r k
•
Revise the t w o
collocations by giving your own gesture, f o l l o w e d by the person on
T h e next student in the circle s h o u l d a d d his o r her o w n . A t this stage
asks t h e m n u m e r o u s q u e s t i o n s
Elicit the next c o l l o c a t i o n on y o u r list. A s k t h e p e r s o n o n y o u r left t o
y o u r left g i v i n g h i s o r h e r s .
repeat the previous statement a n d
i t i n turns t o v i s i t t h e d o c t o r , w h o
from t h e c i r c l e .
•
'Every d a y my teacher m a k e s his
(mime).'
t Ask o n e of t h e s t u d e n t s to t a k e t h e
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
Test t h e m a c o u p l e o f t i m e s .
m i m e , ask t h e m t o a d d a n o t h e r
symptoms, or by a l l o w i n g t h e m to
The p a t i e n t s r e t u r n t o t h e g r o u p a n d
they s h o u l d c h o r u s the c o l l o c a t i o n .
case as appropriate, a n d using the
each of t h e m a list of t h e i r
outside the c i r c l e . T h e p a t i e n t s t a k e
W h e n e v e r they see this gesture,
repeat w h a t y o u d o , c h a n g i n g the
prepare the s t u d e n t s e i t h e r b y g i v i n g
role o f t h e d o c t o r . S e a t t h i s p e r s o n
c o l l o c a t i o n an appropriate gesture.
A s k the student next to y o u to
•
T h e next student in the circle takes
y o u should leave the circle. T h e
r e s p o n s i b i l i t y for p r o v i d i n g a gesture
activity will continue without y o u .
for another of y o u r c o l l o c a t i o n s in the same way.
If a s t u d e n t is u n a b l e to t h i n k of a new
make o r
do e x p r e s s i o n ,
or
forgets a p r e v i o u s e x p r e s s i o n or
Practise again, using
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 all the students have a
m i m e , they have to leave the circle.
c o l l o c a t i o n a n d a gesture, go round
T h e last s t u d e n t r e m a i n i n g i s t h e
the circle. Each student elicits their
winner.
o w n c o l l o c a t i o n b y using their o w n gesture.
others i n t h e w a i t i n g - r o o m . T h i s must b e i n a s g r e a t a d e t a i l a s
•
possible, s o that t h e f u l l r a n g e o f
F i n a l l y the s t u d e n t s t a k e it in turns to test e a c h o t h e r by u s i n g a v a r i e t y
reporting v e r b s a n d l a n g u a g e i s
of gestures to elicit the collocations.
used. E n c o u r a g e t h e s t u d e n t s t o gossip.
T h a n k s t o C h r i s C a m p b e l l for this i d e a .
• This a c t i v i t y c a n b e 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.
51
9 Questionnai res
Question Types
P r o d u c i n g their o w n questionnaires can help
E n c o u r a g e y o u r s t u d e n t s to use a v a r i e t y of
students in a v a r i e t y of w a y s . Firstly, it a l l o w s
q u e s t i o n t y p e s i n t h e i r q u e s t i o n n a i r e s , for
t h e m the t i m e t o f o r m u l a t e q u e s t i o n s b e f o r e t h e y
example:
use t h e m in a c o m m u n i c a t i v e c o n t e x t . S e c o n d l y , students g a i n i n c o n f i d e n c e w h e n t h e y are a b l e t o use l a n g u a g e that t h e y h a v e p r o d u c e d themselves, and k n o w to be correct. This then provides a solid f o u n d a t i o n for m o r e spontaneous interaction. Q u e s t i o n n a i r e s are p a r t i c u l a r l y u s e f u l f o r r e c y c l i n g language, both within a semi-controlled
•
open-ended questions
•
yes/no q u e s t i o n s
•
wh- questions
•
true/false s t a t e m e n t s
•
multiple choice
•
r a n k i n g f o u r items i n o r d e r o f i m p o r t a n c e ,
f r a m e w o r k , a n d s u b s e q u e n t l y in a freer c o n t e x t . In native-speaking countries questionnaires c a n
preference etc.
h e l p students t o p r e p a r e t h e m s e l v e s for c o n f i d e n t interaction with native speakers, as w e l l as p r o v i d i n g t h e c o n t e x t i n w h i c h students m a y a p p r o a c h m e m b e r s of the p u b l i c .
52
•
' f i n i s h t h e s e n t e n c e ' or gap-fill s e n t e n c e s
•
' w h a t w o u l d y o u do if ... ?' q u e s t i o n s
Questionnaires
In the H o t Seat Prepare
a
speaking
questionnaire
for
an
Interview Q u e s t i o n n a i r e English-
guest
From
interview
to
article
and
back
again
Grammar Students using
ask a
allocated
Level
Level
Pre-intermediate
Activity type Equipment/ Materials
answer that
you
questions have
them
Level
Pre-intermediate
onwards
and
structure
Revision
Elementary
onwards
to
Intermediate
Groupwork;
Activity type
Pairwork
Activity type
Groupwork/mingle
homework
Equipment/ Materials
Photocopies
Equipment/ Materials
None
Plus
A
Photocopies
...
newspaper article
(see
below)
•
• Tell t h e c l a s s t h a t a ' g u e s t ' i s c o m i n g into t h e c l a s s r o o m , a n d i s w i l l i n g t o be interviewed in E n g l i s h .
•
character portrait of an interesting person.
them t o w r i t e d o w n a n y q u e s t i o n s
questions. W r i t e t h e s e u p o n t h e
G i v e it to the students to r e a d .
•
A s k the students, in pairs, to write
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 a n 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
structures that y o u w i s h to revise,
•
for e x a m p l e the present perfect. •
a n y other student w i t h i n the class,
must have asked in order to find the
for e x a m p l e : ' H a v e y o u been to
information in the article, and to
Spain?' or ' H a v e y o u had breakfast
write these d o w n in the form of a
this m o r n i n g ? ' •
the q u e s t i o n n a i r e s that they h a v e
asked. A s t u d e n t o r y o u y o u r s e l f c a n
produced.
of their o w n group. •
• W h e n a list o f 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 b e photocopied. 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
•
T h e students then m i n g l e w i t h the 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
take notes, w r i t i n g d o w n t h e questions i n t h e s u g g e s t e d o r d e r .
A s k the students to c h e c k the questions written by other members
R e v i e w t h e q u e s t i o n s as a c l a s s . The students m a y w i s h to add to
in which their q u e s t i o n s s h o u l d be
A s k e a c h student to write five q u e s t i o n s that h e o r she c o u l d ask
the q u e s t i o n s that the i n t e r v i e w e r
questionnaire.
appropriate, a n d w h y .
Put the students into small groups. A l l o c a t e e a c h student o n e of the
P h o t o c o p y o n e for e a c h
•
board. Very often t h e g r o u p s w i l l
• The students t h e n d e c i d e t h e o r d e r
•
student in the class.
that t h e y w o u l d l i k e t o a s k t h i s
• Each g r o u p r e a d s o u t t h e i r
revise.
Choose carefully a newspaper article w h i c h takes the form of a
• 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
person.
Before the lesson, d e c i d e on four or five structures that y o u w i s h to
their q u e s t i o n s . Tell the students that
Finally, the students roleplay the interview, w o r k i n g in their original
if they are asked w h a t they think is
pairs; o n e t a k i n g the part of the
an u n g r a m m a t i c a l question, then
interviewer, the other the part of the
they should call you.
interviewee.
•
W h e n all the questions have b e e n asked, the students return to their
invited i n .
groups and discuss what they have • The students, i n t u r n , a s k e a c h
discovered.
question o n t h e q u e s t i o n n a i r e a n d take notes o n t h e 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 f u r t h e r 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 m o v e s o n t o t h e n e x t scripted q u e s t i o n .
53
Questionnaires
In the H o t Seat Prepare
a
speaking
questionnaire
for
an
Grammar
Interview Q u e s t i o n n a i r e English-
guest
From
interview
to
article
and
back
again
Students using
ask a
allocated
Level
Level
Pre-intermediate
Activity type Equipment/ Materials
Level
Pre-intermediate
answer that
you
questions have
them
onwards
onwards
and
structure
Revision
Elementary
to
Intermediate
Groupwork;
Activity type
Pairwork
Activity type
Groupwork/mingle
homework
Equipment/ Materials
Photocopies
Equipment/ Materials
None
Plus
A
Photocopies
...
newspaper
(see
article
below)
•
• Tell t h e c l a s s t h a t a ' g u e s t ' i s c o m i n g into t h e c l a s s r o o m , a n d i s w i l l i n g t o be interviewed in E n g l i s h .
•
character portrait of an interesting
•
G i v e it to the students to read.
•
A s k the students, in pairs, to write
board. Very o f t e n t h e g r o u p s w i l l
Put the students into small groups. A l l o c a t e e a c h student o n e of the structures that y o u w i s h to revise,
student in the class.
that t h e y w o u l d l i k e t o a s k t h i s
questions. W r i t e t h e s e u p o n t h e
•
person. P h o t o c o p y o n e for e a c h
them t o w r i t e d o w n a n y q u e s t i o n s
• Each g r o u p r e a d s o u t t h e i r
revise.
Choose carefully a newspaper article w h i c h takes the form of a
• Put 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
person.
Before the lesson, d e c i d e on four or five structures that y o u w i s h to
for e x a m p l e the present perfect. •
A s k e a c h student to write five q u e s t i o n s that h e o r s h e c o u l d ask
the q u e s t i o n s that the i n t e r v i e w e r
any other student w i t h i n the class,
must have asked in order to find the
for e x a m p l e : ' H a v e y o u been to
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 ;
information in the article, and to
Spain?' or ' H a v e y o u h a d breakfast
you c a n e n c o u r a g e t h e s t u d e n t s t o
write these d o w n in the f o r m of a
this m o r n i n g ? '
discuss w h i c h q u e s t i o n s a r e m o s t
questionnaire.
•
appropriate, a n d w h y . • • The s t u d e n t s t h e n d e c i d e t h e o r d e r
R e v i e w t h e q u e s t i o n s as a c l a s s .
of their o w n group.
T h e students m a y w i s h to add to
in which their q u e s t i o n s s h o u l d be
the q u e s t i o n n a i r e s that they h a v e
asked. A s t u d e n t o r y o u y o u r s e l f c a n
produced.
•
•
T h e students then m i n g l e with the 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
take n o t e s , w r i t i n g d o w n t h e questions i n t h e s u g g e s t e d o r d e r .
A s k the students to c h e c k the questions written by other members
their q u e s t i o n s . Tell the students that
Finally, the students roleplay the interview, w o r k i n g in their original
if they are a s k e d w h a t they think is
pairs; o n e t a k i n g the part of the
an ungrammatical question, then
written d o w n i t s h o u l d b e
interviewer, the other the part of the
they should call y o u .
photocopied. G i v e o n e c o p y t o
interviewee.
• W h e n a list o f q u e s t i o n s h a s b e e n
•
each s t u d e n t b e f o r e t h e v i s i t o r i s
W h e n all the questions have been a s k e d , the students return to their
invited i n .
groups and discuss what they have • The students, i n t u r n , a s k e a c h
discovered.
question o n t h e q u e s t i o n n a i r e a n d take notes o n t h e 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 f u r t h e r q u e s t i o n s m i g h t arise as a r e s u l t 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 m o v e s o n t o t h e n e x t scripted q u e s t i o n .
53
Questionnaires
Guess Who? Q u e s t i o n n a i r e
Reverse Q u e s t i o n n a i r e
Guess who fell in love when she
Students inadvertently produce a
was nine
questionnaire
Level
Elementary
on
Level
onwards
Activity type
Equipment/
•
•
Level
Elementary a n d
•
to
questions
Pre-intermediate onwards
Pairwork; homework
Activity type M i n g l e / o p e n s p a c e
None
Equipment/
activity
Materials
Put the students into pairs. A s k t h e m to discuss what they w o u l d most
answers
Equipment/
None
Materials •
From
board
Pre-intermediate
Activity type P a i r w o r k / m i n g l e Materials
the
T h r e e Answers
Slips o f paper
D i v i d e the board into t w o c o l u m n s . •
On the board, write three pieces of
like to k n o w about the other p e o p l e
In the narrow, left-hand c o l u m n
in the class, a n d to p r o d u c e t w o
write a piece of information about
i n f o r m a t i o n a b o u t yourself, for
c o p i e s of a q u e s t i o n n a i r e in o r d e r to
yourself, for e x a m p l e ' 1 8 3 c m ' (your
e x a m p l e t h e c o l o u r o f y o u r car, the
find o u t this i n f o r m a t i o n .
height).
age of y o u r cat, a n d the n a m e of
The students mingle, asking
•
y o u r first h u s b a n d / w i f e .
T h e students ask w h a t e v e r •
T h e students ask w h a t e v e r question
questions, answering questions, and
questions they can think of w h i c h
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
might elicit this answer. W r i t e all
t h e y c a n t h i n k o f w h i c h m i g h t lead
say' w h e r e
these questions on the b o a r d in the
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
right-hand c o l u m n , inviting
o n e student asks a question which
necessary.
As a c l a s s , t h e s t u d e n t s t a k e
correction when
it in turns to give o n e p i e c e of i n f o r m a t i o n that they have discovered.
But they must not
m e n t i o n the n a m e of the person
silent until o n e student asks a
for e x a m p l e ' W h a t c o l o u r is your
question w h i c h elicits the answer
car?'
are y o u ? ' ' 1 8 3 c m ' . •
other class m e m b e r s have to guess w h o the sentence is about.
elicits the a n s w e r on the board,
Remain
o n the b o a r d , for e x a m p l e ' H o w tall
c o n c e r n e d , for e x a m p l e ' G u e s s who's been to Disneyland.' The
necessary.
•
Repeat this process w i t h a n o t h e r
writes three different pieces of i n f o r m a t i o n a b o u t himself/herself.
until e n o u g h questions have been
•
t h e a n s w e r s o n t h e i r partner's pieci
board. You may now choose to
of paper.
answer any of the other questions o n the b o a r d .
•
Finally, put the students into pairs. A s k t h e m to interview e a c h other, using the questions on the b o a r d , and to take notes. As h o m e w o r k , students c a n write a brief profile of their partner.
54
The students m i n g l e and find a partner. T h e y ask q u e s t i o n s to elici
c o m p r e h e n s i v e questionnaire on the
•
G i v e e a c h s t u d e n t a p i e c e of paper O n this p i e c e o f p a p e r e a c h studen
piece of information about yourself, a s k e d to f o r m a fairly
•
'Red'.
Finally, the students discuss what they have f o u n d out about each other.
Questionnaires
Marketing M i x A class consumer survey
Public O p i n i o n Survey Students to
test
speaking
Level
produce public
questionnaire in
an
onwards
Activity type
Groupwork
Equipment/ Materials
Photocopies
Plus...
A selection
None
• Divide the class i n t o s m a l l g r o u p s .
say
(in
English)
Pre-intermediate
Activity type G r o u p w o r k Equipment/ Materials
(see
None
of •
Select an issue w i t h i n the s c h o o l that the class c a n be e x p e c t e d to
below)
each g r o u p , for e x a m p l e c a r s ,
h a v e s o m e i n f l u e n c e o n , for •
e x a m p l e the position of c o m p u t e r s
B r i n g in a s e l e c t i o n of n e w s p a p e r s .
in the library or the end-of-term
A s k the students to identify a current
different p r o d u c t t o e a c h g r o u p i n
party.
topic about w h i c h the general
the c l a s s . • Working within their groups, the
a
onwards
newspapers
Choose one c o n s u m e r p r o d u c t for
women's magazines. A l l o c a t e a
students
Level
Intermediate
Equipment/
portable stereos, b a n k a c c o u n t s ,
your
onwards
Activity type G r o u p w o r k / m i n g l e Materials
Give
English-
country
Level
Pre-intermediate
a
opinion
A c t i o n to Be Taken
public will have strong opinions. •
students p r o d u c e a q u e s t i o n n a i r e which they feel w i l l h e l p t h e m t o
•
Put the class into small groups a n d ask e a c h g r o u p to p r o d u c e a
Put the students into small g r o u p s a n d ask t h e m to devise a
questionnaire w h i c h can be used
questionnaire w h i c h is designed to
within the school or college to find
design the p e r f e c t p r o d u c t f o r t h e
gauge local p u b l i c o p i n i o n o n the
out people's v i e w s on this particular
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
chosen topic.
issue.
or college. •
P h o t o c o p y the questionnaires.
•
• W h e n these q u e s t i o n n a i r e s are complete, the students q u e s t i o n the
•
T h e students go out in pairs to
other s t u d e n t s w i t h i n t h e c l a s s o r
interview m e m b e r s of the p u b l i c ,
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
using their questionnaires.
research s u r v e y o n t h e i r a l l o c a t e d product.
W o r k i n g in their groups, the students interview m e m b e r s of the s c h o o l using their questionnaire.
•
W h e n they return to the c l a s s r o o m , the students discuss what they have
•
Finally, they report b a c k the results
f o u n d out.
of their survey to the class. •
• They t h e n r e t u r n t o t h e i r g r o u p s a n d
As a class, the students m a y then m a k e r e c o m m e n d a t i o n s to the
form a d e s c r i p t i o n o f a p r o d u c t t h a t
m e m b e r o f staff r e s p o n s i b l e f o r that
w o u l d best suit t h e i r o w n m a r k e t .
area of decision-making.
• Finally, e a c h g r o u p p r e s e n t s t h e i r ideas t o t h e c l a s s .
r
)5
Questionnaires
Genuine
questions
throughout
the
and
answers
Level
Elementary
Activity type
Whole
onwards
class;
homework
Equipment/ Materials
Building for
course
Question-stem Questionnair
Chain Questionnaire
Notes and Q u e r i e s
(optional)
each
a
personalised
pair
of
questionnaire
Level
Elementary Pairwork
Equipment/ Materials
None
Level
onwards
A 'question box' (see
oral
Elementary
to
Equipment/
Put the students into pairs. A s k t h e m
Plus...
to f i n d three things that they h a v e in
below)
spontaneous
Activity type P a i r w o r k Materials
•
a
Intermediate
Slips of paper
Plus...
produce
questionnaire
students
Activity type
Students
Photocopies Aq u e s t i o n n a i r e (see
below)
c o m m o n . Each pair s h o u l d report •
their findings b a c k to the class, for
Set up a ' q u e s t i o n b o x ' in t h e
'We've both
of paper. •
•
e x a m p l e Juan a n d A n n a might say
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
both
been to Portugal',
'We
words of possible questions, as
love C o c a - C o l a ' and 'We both
b e l o w , a n d m a k e o n e c o p y f o r ea<
fight w i t h o u r e l d e r sisters.'
D u r i n g the course, the students
s t u d e n t . W h a t ... ? W h e r e ... ?
write on the slips of paper a n y general
k n o w l e d g e q u e s t i o n s that
they w o u l d
•
back,
the class as a g r o u p d e c i d e s w h a t
like to have answered,
•
like to k n o w more about
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
they w o u l d
b e c o m e extinct?' ' H o w m a n y films
for e a c h pair of students - Juan a n d
c o m m o n . Each pair reports their
h a s B r a d Pitt b e e n i n ? '
A n n a ' s trips to Portugal, for
f i n d i n g s b a c k to the class, for
example.
e x a m p l e Juan a n d A n n a say 'We'\
to f i n d three things that they have
Empty the b o x every t w o w e e k s a n d •
p i e c e of paper. At the top of it they
students w h o originally wrote the
write their names a n d what the class
questions do not receive the
w o u l d like to k n o w more about.
have
written.
•
•
they w o u l d like to k n o w more ab for e a c h p a i r of students - Juan ar
d o w n a n y q u e s t i o n s that they w o u l d like to ask a n d passes the sheet o n .
q u e s t i o n s that they h a v e b e e n g i v e n .
As e a c h sheet is c i r c u l a t e d , a
This may be d o n e as h o m e w o r k .
questionnaire forms. •
A n n a ' s trips to B e r l i n , for example •
begin w i t h o n e of the question w o r d s , for e x a m p l e ' W h e r e did y
have a questionnaire
s t a y ? ' E v e r y t i m e a s t u d e n t uses o
in front of t h e m a d d r e s s e d to a
o f t h e q u e s t i o n w o r d s , h e o r she
different pair of students. They take
p l a c e s a t i c k n e x t t o it.
it in turns to put the q u e s t i o n s in front of t h e m to the appropriate
T h e other students ask questions a b o u t their trips. Each question m
S t o p t h e a c t i v i t y after t e n m i n u t e s . Each pair will
W h e n e a c h pair has reported bac the class as a g r o u p d e c i d e s what
Each p i e c e of p a p e r is passed
available to find the a n s w e r to the
answers to the class.
L o u R e e d ' a n d ' W e both fight wit! o u r e l d e r sisters'.
r o u n d . Each pair of students writes
The students use any resources
Students then present questions a n d
b o t h b e e n t o B e r l i n ' ' W e b o t h lovi
H a n d e a c h pair of students a b l a n k
students. M a k e sure that the
q u e s t i o n slips that they t h e m s e l v e s
•
W h e n e a c h pair has reported
W h e n . . . ? D i d ... ?
for e x a m p l e ' W h y d i d dinosaurs
distribute the questions a m o n g s t the
•
•
P r o d u c e a q u e s t i o n n a i r e for your 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
•
m e m b e r s of the class. T h e others
T h i s c o n t i n u e s w i t h e a c h pair of students.
listen. •
Students t h e n c o u n t their ticks an w i n n e r is declared.
5(,
10
The Word Box Make a w o r d b o x for e a c h c l a s s at t h e b e g i n n i n g
S t u d e n t s s h o u l d not b e e n c o u r a g e d t o p u t a l l o f
o f the course. T h i s b o x w i l l f i l l u p w i t h n e w
these on the cards, but it is useful to m a k e t h e m
lexical items that o c c u r i n t h e c l a s s a n d p r o v i d e
a w a r e o f s o m e o f the p o s s i b i l i t i e s .
you with a v a l u a b l e r e s o u r c e . E x p l a i n to y o u r
A t l o w e r l e v e l s i t c a n b e u s e f u l t o m a r k the stress
students that the b o x is a b a n k of all t h e w o r d s
patterns o n t h e o t h e r s i d e , u s i n g b u b b l e s . T h i s
they will learn a n d p r a c t i s e . U s e t h e s e a c t i v i t i e s
helps the student reading the w o r d to p r o n o u n c e
frequently for l e x i c a l p r a c t i c e .
i t i n r e c y c l i n g a c t i v i t i e s , a n d creates o p p o r t u n i t i e s for p r o n u n c i a t i o n g a m e s .
Choose a c a r d b o a r d b o x w i t h a l i d a n d c o v e r it with colourful paper. It s h o u l d be q u i t e b i g as it
S t u d e n t s e n j o y b e i n g r e s p o n s i b l e for p u t t i n g n e w
will fill u p very q u i c k l y ! C u t u p p i e c e s o f d u r a b l e
w o r d s in t h e b o x . A c l a s s rota ( d a i l y / w e e k l y )
card in a d v a n c e . C a r d s c a n a l l be t h e s a m e
g e n e r a l l y w o r k s w e l l . Pair students u p for this s o
colour, or different. A n e w c o l o u r c a n be u s e d to
that c h o o s i n g t h e w o r d s for t h e b o x b e c o m e s a
show when n e w students h a v e c o m e i n t o t h e
c o m m u n i c a t i v e a c t i v i t y i n itself.
class, or a different c o l o u r c a n be u s e d for e a c h week. This w i l l h e l p y o u t o d e c i d e h o w r e c e n t t h e vocabulary to be r e c y c l e d s h o u l d b e . C o l o u r coding can p r o v i d e a h e l p f u l t o p i c g u i d e if t h e course is topic-based. A l t e r n a t i v e l y , c o l o u r - c o d e the cards a c c o r d i n g to v e r b s , n o u n s , p h r a s a l v e r b s , adverbs, etc. What can be put in the b o x ? N o t o n l y i n d i v i d u a l words but also c o l l o c a t i o n s , set e x p r e s s i o n s , idioms, phrasal verbs etc. A d d i t i o n a l u s e f u l information that m a y b e m a r k e d o n t h e c a r d s c a n include p h o n e m i c script, s m a l l d r a w i n g s , opposites, (partial) s y n o n y m s , d e f i n i t i o n s , e x a m p l e phrases, and i n d i c a t i o n of register or c o n n o t a t i o n .
57
The Word Box
Students each
elicit
recent
vocabulary
from
Activity type
Students recent
other
Level
compete
come
up
with
Groups
Materials
•
with
recent
A l l levels
Materials
Word box and word
cards
cards D i v i d e the class into groups and
D i v i d e the class into groups, a n d
give each g r o u p the same number
O n e m e m b e r o f e a c h t e a m has their
give e a c h group the same n u m b e r
o f w o r d s f r o m the w o r d b o x . These
back to the b o a r d .
o f w o r d s f r o m the w o r d b o x . These
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
are p l a c e d face d o w n in the m i d d l e
middle of each group.
D i v i d e the class into small teams.
•
A w o r d is put on the b o a r d a n d
of each group.
e a c h t e a m has to get their t e a m m e m b e r to say the w o r d by eliciting
•
up
Equipment/
• •
come
Activity type G r o u p w o r k
Word box and word
cards
to
Level
Pre-intermediate
Activity type G r o u p w o r k Equipment/
Word box and
race
vocabulary
onwards
Competitive
word
to
vocabulary
Level
A l l levels
activity/game
Equipment/ Materials
G r o u p W o r d Stacks
Points W o r d Stacks
H o t Seat
•
•
O n e student picks up a card and t h e n tries t o e l i c i t the w o r d o r
O n e student picks up a card a n d
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 h e n tries t o e l i c i t the w o r d o r
p h r a s e f r o m the rest of t h e g r o u p . I
t e a m to get the w o r d g a i n s a p o i n t .
p h r a s e f r o m t h e rest o f t h e g r o u p . I f
this person doesn't k n o w the word
this p e r s o n doesn't k n o w the w o r d ,
they m a y l o o k in their file, or in a
C h a n g e t h e ' g u e s s e r s ' after e v e r y
the c a r d is put on a separate pile of
dictionary.
three w o r d s . This c a n be a very
'problem words'.
lively game. •
t h e w o r d that t h e first s t u d e n t is
a c a r d a n d tries to elicit this w o r d
t r y i n g to e l i c i t , he or she gets the
phrase. •
T h e first g r o u p to get t h r o u g h thei
T h e next student then p i c k s up a
stack w i n s . G r o u p s can then
c a r d a n d tries t o e l i c i t this w o r d o r
e x c h a n g e s t a c k s a n d start a g a i n .
phrase f r o m the other m e m b e r s of the group. T h e g a m e continues in this way. •
W h e n s o m e o n e in the g r o u p 'find the w o r d , another student picks u|
c a r d , a n d this c o u n t s as o n e point. •
•
W h e n s o m e o n e in the g r o u p says
W h e n all the g r o u p s have used the original stack of w o r d s , c o l l e c t the 'problem words' from each group. Try to elicit e a c h of these w o r d s from the w h o l e class. A g a i n , any student w h o says the w o r d , gets the card. The student with the most 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 .
58
The Word Box
Q u e s t i o n Labels Students mystery
ask
questions
to
discover
D r a w i n g Race the
High-speed
pictionary
words
A
co-operative
students
Level
Level
Pre-intermediate
Activity type C o m p e t i t i v e
onwards
Materials
Word box and
which
A l l levels
activity
Equipment/
Equipment/
in
cards
Activity type M i n g l e / c o m p e t i t i v e
activity/game
activity
activity
collect
Level
A l l levels
Activity type M i n g l e / o p e n s p a c e
Materials
C a r d Trading
Equipment/ Word box and word
Materials
cards; scrap paper
Word box a n d word
cards
w o r d cards; labels • • Select v o c a b u l a r y f r o m t h e c l a s s word box. You will need o n e card
Put the class into t e a m s of three to
•
s a m e n u m b e r of w o r d s f r o m the
of scrap paper and a p e n c i l .
w o r d b o x . Ten to fifteen cards
Ask one student from each group to
at r a n d o m .
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
•
normally works well. Choose them
c o m e to the front of the class. These
label.
are the ' d r a w e r s ' . S h o w the d r a w e r s • Ask the s t u d e n t s to s t a n d w i t h t h e i r
•
a w o r d card from the class box. •
The students mingle and find a partner. In this case, Juan partners
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 back. A l l o w the students to
G i v e e a c h student in the class the
five students. G i v e e a c h team a pile
Mika.
They run back to their teams, and
turn, m i n g l e a n d e x a m i n e e a c h
d r a w the w o r d in order to elicit it
other's l a b e l s .
from other m e m b e r s of the team.
c a r d in his stack, he has to elicit it
T h e d r a w e r s are not permitted to
f r o m M i k a . If M i k a says the w o r d ,
t a l k . T h e first t e a m t o get t h e w o r d
she gets the c a r d .
• Explain that t h e a i m of t h e a c t i v i t y is t o find out w h i c h w o r d t h e y h a v e
gains one point.
o n their 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
•
•
•
Change drawers and give them a
I f J u a n k n o w s t h e w o r d o n t h e first
If Juan does not k n o w the w o r d on t h e first c a r d , h e a s k s M i k a w h a t i t
example: ' D o y o u w a l k this w a y
new word. The game continues in
m e a n s . If she c a n e x p l a i n it
when y o u ' v e h a d t o o m u c h t o
this way. T h e t e a m w i t h the most
satisfactorily, M i k a gets the c a r d .
d r i n k ? ' (stagger)
points wins.
• The s t u d e n t s t h e n m i n g l e a n d a s k questions, i n o r d e r t o d i s c o v e r t h e
•
Variation •
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
F o l l o w the s a m e p r o c e d u r e as a b o v e for f o r m i n g teams.
•
c o m e to the front of the class. These
and r e l a t e d , l e x i c a l g r o u p s , f o r
are the m i m e s . S h o w the m i m e s a
example: w a y s o f w a l k i n g , w a y s o f
w o r d card f r o m the class b o x .
talking, a n d w a y s o f l o o k i n g . A t t h e end o f t h e a c t i v i t y , y o u c a n a s k t h e
•
They run back to their teams, and m i m e the w o r d in order to elicit it
students t o s t a n d i n g r o u p s according to the l e x i c a l g r o u p in
from other m e m b e r s of the team.
which they b e l o n g . T h e s t u d e n t s
T h e ' m i m e s ' are not permitted to
may t h e n d i s c u s s t h e d i f f e r e n c e s o f
t a l k . T h e first t e a m t o get t h e w o r d
meaning w i t h i n t h e i r g r o u p s .
gains o n e point. •
•
Change mimes and give them 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 this way. The team with the most points wins.
After three or four m i n u t e s , ask all the students to c h a n g e partners. The g a m e c o n t i n u e s in this way.
Ask o n e student from each group to
which b e l o n g to c l e a r l y - d e f i n e d ,
M i k a then does the same with the first o f h e r c a r d s .
•
T h e student w i t h the most cards at the e n d of the activity is the winner.
The Word
Box
An
imagination-stretching
writing
group
Level
A
short
activity
for
Elementary
Level
onwards
rdboundaries!
Elementary
Pairwork
Equipment/ Materials
Word box and
Activity type Equipment/ Materials
cards
Activity type
Whole
Word box and
Equipment/ Materials
Word box and word O H P
•
•
T h e students place these in front of
This w i l l involve a degree of
t h e m , face up. W o r k i n g together,
revision and discussion.
e a c h g r o u p tries t o p r o d u c e a s m a n y
O n c e they have c h o s e n their five
c o m p a r e t w o of the w o r d s in front
i n c l u d e s all five.
they c o m e to a 'favourite w o r d ' , the other students have to guess w h i c h w o r d they are about to read.
T h i s is based on an activity in and
A word
list
below)
•
•
Select w o r d s that y o u w i s h to revise f r o m the w o r d b o x . Write t h e m as one continuous word and p h o t o c o p y o n e for e a c h student.
•
T h e students then w o r k to find the
of t h e m . G i v e them a time limit.
word boundaries. You may wish to
W h i l e this is g o i n g o n , circulate a n d
s h o w the answers o n a n O H T
help with accuracy.
T h e y then read the story/paragraph to the other pairs, pausing w h e n
Teaching ( C o l i n C a m p b e l l
...
(see
sentences as they can w h i c h
w o r d s , they write a paragraph that
•
Plus
(optional)
cards picked at random.
A s k t h e m to c h o o s e their five 'favourite' w o r d s from their pile.
•
Put the students into small g r o u p s , and give each group twelve w o r d
word box.
class
cards; photocopies;
cards
Put t h e s t u d e n t s Into p a i r s , a n d g i v e each pair a pile of cards f r o m the
Pre-intermediate onwards
Groupwork
word
•
Level
to
Intermediate
Activity type
word
•
Studentswithscriptproblemstrytofindwo
revising
comparatives
activity
Continuouswordsearch
Comparing Words
Favourite W o r d s
•
Alternatively, y o u m a y w i s h to
At the e n d of the allotted time, see
present the students with a more
w h i c h g r o u p has p r o d u c e d the most
c h a l l e n g i n g list, i n w h i c h t h e last
sentences. Y o u m a y w i s h to ask
letter o f o n e w o r d s e r v e s a s t h e first
each group to read out their most
letter o f t h e s u b s e q u e n t w o r d , for
ridiculous comparison.
example
Learner-Based
'teacherabbitelephonecstasyodel.'
Hanna
Kryszewska, OUP).
60
The Word Box
Five C a r d s
W o r d Stress G a m e Take
the
stress
out
Writing
of stress
vocabulary
Level
example is
Level
Beginner to Intermediate
Activity type Equipment/ Materials
...or
with is
target
it?
A
Equipment/ Materials
Word box and cards
of
collocation
than
(see
the
is
more
a
an
and
revision
exercise
Level
Activity type P a i r w o r k / g r o u p w o r k
Groupwork/
A l l levels
(optional)
Equipment/ Materials
Word box and word
Word box and
cards
cards •
•
that
grammar
Pre-intermediate
stress p a t t e r n s m a r k e d on the b a c k
activity
onwards
word
W o r d cards with
simple
exploration
competitive activity
word
Plus...
Activity type
Groupwork
sentences
boring
Three Words
D i v i d e the class into small groups or
Select three w o r d s from the w o r d b o x a n d write t h e m o n the b o a r d .
teams. G i v e e a c h t e a m fifteen cards.
Section
•
Introduction)
•
• Put t h e s t u d e n t s i n t o g r o u p s , a n d give each g r o u p a stack of c a r d s with the w o r d s f a c i n g u p .
•
A s k t h e m to c h o o s e five cards w i t h w h i c h t h e y w o u l d l i k e t o test t h e
a sentence c o n t a i n i n g the three
other teams.
w o r d s on the board. It should be grammatically correct and make
T h e first g r o u p r e a d s o u t t h e first o f
sense. G i v e t h e m a time limit.
their target w o r d s . T h e o t h e r g r o u p s
• Ask them to o r g a n i z e the c a r d s into
have o n e minute in w h i c h to write a
groups w h i c h s h a r e t h e s a m e stress
•
sentence u s i n g this w o r d . T h e s e
patterns. W h e n t h e y a r e s a t i s f i e d
Put the students into small groups or pairs. T h e i r task is to p r o d u c e
D i s p l a y the sentences on an O H P or read them aloud.
sentences are then passed b a c k to
with their g r o u p i n g s , t h e y turn the
the team w h i c h has c h o s e n the
cards o v e r t o see w h e t h e r t h e y w e r e right.
•
At l o w e r levels a w a r d o n e point for
word.
each correct sentence. At higher
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 first
shortest plausible sentence.
levels a w a r d o n e point for the •
• The g r o u p that has m a d e the f e w e s t
o f their target w o r d s . C o n t i n u e until
mistakes w i n s . T h e g r o u p s m a y t h e n
e a c h g r o u p or t e a m has presented
swap stacks a n d repeat t h e e x e r c i s e .
one word. •
N o w e x p l a i n the scoring system: three points for a sentence w h i c h uses the w o r d appropriately or has no mistakes, t w o points for appropriate use a n d o n e mistake, o n e point for appropriate use but t w o or three mistakes, no points for four or m o r e mistakes or w h i c h uses the w o r d inappropriately.
•
Put the score on the b o a r d . C o n t i n u e until all the cards have
"
been used.
61
11
Dictionaries T h i s s e c t i o n i s c o n c e r n e d w i t h t h e use o f
In this s e c t i o n , t h e a c t i v i t i e s a s s u m e the
monolingual, or 'English-English,'dictionaries.
a v a i l a b i l i t y of a c l a s s set of d i c t i o n a r i e s . T h e first
M o s t o f the m a j o r p u b l i s h e r s offer a w i d e r a n g e .
part (Familiarization)
M o n o l i n g u a l dictionaries c o m e in different sizes
k n o w their w a y a r o u n d a dictionary, and what it
a n d v a r y in the features t h e y offer.
c a p a b l e of.
h e l p s s t u d e n t s to get to
The second
part
(Problem
Diagnosis)
s h o w s t h e m h o w t o use a d i c t i o n a r y t o h e l p therr
T h e s e features m a y i n c l u d e p h o n e m i c
w i t h their i n d i v i d u a l language difficulties. The
t r a n s c r i p t i o n s s h o w i n g w o r d stress, d e f i n i t i o n s
third
pitched at different levels, and information on
part (Practice Activities)
other dictionary activities.
h o w the w o r d i s u s e d t o ' d o t h i n g s ' . T h e y m a y a l s o offer i n f o r m a t i o n o n g r a m m a r , 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 d e n o t a t i o n , partial synonyms and antonyms. A n u m b e r of dictionaries a l s o p r o v i d e g u i d a n c e o n register a n d s o c i a l acceptability. T h e a c t i v i t i e s i n this s e c t i o n s h o w the d i c t i o n a r y a s a n e v e r y d a y t o o l i n the l a n g u a g e c l a s s r o o m , a n d a l s o e q u i p students w i t h strategies n e e d e d for t h e i r o w n i n d e p e n d e n t study. A c t i v i t i e s c o v e r f a m i l i a r i z a t i o n w i t h m o n o l i n g u a l d i c t i o n a r i e s , the use o f d i c t i o n a r i e s t o d i a g n o s e s t u d e n t errors a n d e x p a n d errors, a n d the d e v e l o p m e n t o f s p e c i f i c dictionary skills.
62
presents
a
variety o
I
Ordering Words Introduce students script
younger who
to
are
the
students not
main
Compare
and
used
to
ordering
Help Roman
principle
in
Beginner
students
information
they
dictionaries
-
make
dictionaries
Level
your
an
to
discover
find
in
will
help
intelligent
Pre-intermediate
Activity type
can
this
Level
and
Dictionaries
a
Door-to-Door Dictionaries
what range
them
Dictionaries
An of
to
information-gap
the
information
students
as
roleplay
exchanged
where helps
the
learners
choice
Level
Pre-intermediate onwards
Pre-intermediate onwards
Pairwork
Activity type
Pairwork
Activity type M i n g l e / o p e n s p a c e
Equipment/ Materials
Photocopies
Equipment/ Materials
None
Equipment/
Plus...
A list of w o r d s
Plus
At least three different
...
(see b e l o w )
activity
• Write, or if y o u w i s h to m a k e it
monolingual dictionaries
below) •
•
None At least t h r e e d i f f e r e n t
a list of w o r d s (see
more d i f f i c u l t , d i c t a t e , a list of
Plus ...
dictionaries and
words, not in a l p h a b e t i c a l order, for your students to p u t i n t o t h e c o r r e c t
Materials
monolingual
Put the students into t w o groups.
G i v e the students a range of
T h e first g r o u p a r e c o n s u m e r s ; a s a
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
d i c t i o n a r i e s a n d a list o f w o r d s . A s k
group they discuss what they want
according to the level of y o u r
t h e m t o c o m p a r e h o w the w o r d s are
from a dictionary. The second group
students.
dealt with in each dictionary and
are s a l e s p e o p l e - give t h e m time to
• Put t h e s t u d e n t s i n p a i r s . T h e y w o r k
what information each dictionary
look at their products a n d prepare
gives t h e m .
their sales p i t c h .
together a n d t h e n u s e a d i c t i o n a r y to check their a n s w e r s .
•
Put the students into pairs. W o r k i n g
•
W h e n they are ready, the students
together, ask t h e m to p r o d u c e a
mingle, gathering information and
table demonstrating the differences
trying to sell their products.
they have discovered.
•
At the e n d , the students d e c i d e w h i c h dictionary they w o u l d choose.
Familiarization
Dictionaries
Problem Diagnosis
Pick a Page at R a n d o m A
quick
students activity
filler
when
you
who
have
finished
before
the
Level
some
an
others
An
activity
that
diagnose
their
problems
by
helps
students
own using
to
language a
Level
Elementary
Activity type
Pairwork
Equipment/
Equipment/ Materials
Photocopies
Plus...
A mistakes sheet
Elementary
onwards
None
Put the students into pairs. A s k t h e m
(see
False Friends Paragraph Monolingual
groups
Level
onwards
Pre-intermediate
Activity type P a i r w o r k Equipment/ Materials
below)
Plus ...
Photocopies A mistakes sheet
C o l l e c t s o m e recent student errors, either written or s p o k e n . Write these
After they have had a few minutes t o d o this, o n e s t u d e n t tests t h e other student.
•
spot
(see b e l o w ) •
as they can. •
to
onwards
to look at o n e page of the dictionary a n d try t o r e m e m b e r a s m a n y w o r d s
try
mistranslations
dictionary
Activity type P a i r w o r k Materials •
have
D i c t i o n a r y Page Diagnosis
M a k e sure that y o u use a d i c t i o n a r y that is relatively e a s y for y o u r
•
P r o d u c e a series of s e n t e n c e s , e a c h
out as numbered sentences. M a k e
of w h i c h contains an error based on
sure that t h e y are m i s t a k e s that c a n
a m i s t r a n s l a t i o n of a w o r d that
be corrected using the information
appears to be the same, or similar,
in y o u r class dictionary and write,
in b o t h languages, for e x a m p l e
next to each n u m b e r e d sentence,
' 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
the page n u m b e r in the dictionary
hurt her feelings.'
that w i l l give the students the
students.
necessary information to correct the
•
G i v e y o u r students the p h o t o c o p i e d mistakes sheet a n d ask t h e m to
sentences.
w o r k in pairs to correct the •
G i v e y o u r students the p h o t o c o p i e d
sentences using monolingual
mistakes sheet a n d ask t h e m to
dictionaries.
w o r k in pairs to correct the sentences.
W h e n they h a v e f o u n d all the mistakes, correct t h e m as a class.
Variation •
•
F o l l o w the previous procedure, but this t i m e d o not g i v e the p a g e n u m b e r s in the dictionary. Y o u m a y w i s h to underline p r o b l e m s in the sentences if y o u t h i n k that this is necessary.
64
•
Finally, ask the students to i n c l u d e the original w o r d s in an appropriate c o n t e x t , for e x a m p l e 'She's so s e n s i b l e : she has her car serviced every six m o n t h s . '
Practice Activities
Particle Physics 'Think use
of or a
'think
dictionary
Level Activity type
to
about' -
why
Dictionaries
New Words - O d d O n e O u t not
decide?
A
puzzle
best
solved
with
the
aid
of a
dictionary
N e w W o r d s - Link T h e m D o n ' f just
put
them
find in
out
what
Intermediate
Level
Elementary
Activity type
Groupwork;
Activity type P a i r w o r k
pairwork
Equipment/
Equipment/ Materials
Photocopies
Equipment/ Materials
Plus ...
A p h o t o c o p i e d sheet
Plus..
(see b e l o w )
onwards
(optional)
they
Elementary
Materials
mean
-
context
onwards Pairwork
Level
a
onwards
None
Slips of paper Four slips of paper (see
•
C h o o s e five w o r d s w h i c h you think will be n e w to your class, and
below)
which you can imagine occurring in Take four slips of paper. On each
a single context, for e x a m p l e
dependent prepositions that y o u
slip write five w o r d s , o n e of w h i c h
spooky,
w i s h t o test y o u r s t u d e n t s o n .
is the ' o d d o n e out'. Be careful
• M a k e a list of p h r a s a l v e r b s a n d
•
w h e n d o i n g t h i s t o set a p u z z l e
• Write ten s e n t e n c e s , e a c h of w h i c h
answered using the information in
and prepositions w r o n g . M a k e o n e
your class dictionary. You m a y wish
photocopy for e a c h pair of students.
t o m a k e the task m o r e d e m a n d i n g
check their a n s w e r s .
•
Put the students into four groups. G i v e e a c h g r o u p o n e of the slips of paper and a dictionary. A s k them to find the o d d o n e out and to keep a record of their reasoning. G i v e t h e m three or four minutes to do this.
•
Circulate the slips of paper a n d repeat the p r o c e d u r e until all the groups have seen all the slips of paper.
•
F i n a l l y c o m p a r e the f i n d i n g s as a class.
65
D i v i d e the class into pairs and give
to look up the w o r d s , c h e c k i n g both meaning and usage; and secondly, to w r i t e a short text w h i c h i n c l u d e s the w o r d s in any order.
criteria.
together the s t u d e n t s try t o c o r r e c t
creak.
that the a i m o f e a c h p a i r is: firstly,
by using grammatical or p h o n e m i c
• Put 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
and
w o r d s o n the b o a r d , a n d e x p l a i n
your group and which can be
y o u r list, b u t g e t a l l t h e p a r t i c l e s
creep
e a c h pair a dictionary. Write the
w h i c h is appropriate to the level of
includes a t least o n e e x a m p l e f r o m
them and then use d i c t i o n a r i e s to
•
haunted,
•
Each pair reads their story to the class.
Dictionaries
Practice Activities
W o r d Stress M a t c h Familiarize how
word
the
your stress
students is
with
indicated
in
dictionary
Level
C h r i s C a m p b e l l ' s Activity Teaching
phrasal
problematic students
-
to
verbs why
do
Level
Beginner to
Photocopies
Plus
A list of w o r d s
...
(see
Activity type Equipment/ Materials
the
it?
what
more
do
Level
familiarization you
ac
want?
Elementary to Intermediate
P a i r w o r k/g r o u p w o r k
Activity type P a i r w o r k Equipment/ Materials
Prepared cards
Slips of paper •
W r i t e w o r d s o n o n e set o f c a r d s
Take a m a x i m u m o f t e n slips of
their p h o n e m i c transcriptions on
On a piece of paper write w o r d s of
paper. On e a c h slip of paper write a
another. M i x t h e m u p , a n d ask t l
d i f f e r e n t stress p a t t e r n s . P h o t o c o p y
phrasal verb w h i c h you think will
students to match t h e m .
this for e a c h pair of students.
be unfamiliar to your class. These
Put the students into pairs a n d ask
m a y have one verb, or particle, in
e a c h pair to g r o u p the w o r d s
common. •
D i v i d e the class into pairs, or small
T h e students use the d i c t i o n a r i e s to
groups if necessary. G i v e e a c h pair
c h e c k their answers.
o n e of the slips of paper a n d a monolingual dictionary. Ask them to look up their phrasal verb, c h o o s e a m e a n i n g that they think is useful, a n d write a short d i a l o g u e that contains their c h o s e n use of the phrasal verb. Circulate and help if necessary. •
W h e n all the pairs have c o m p l e t e d t h e i r d i a l o g u e s , ask t h e first p a i r t o read theirs to the class. A s k the other students to identify the n e w phrasal verb a n d to say w h a t they think it m e a n s in this context. T h e first 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 necessary. Record the phrasal verb, a n d the agreed use, on the b o a r d .
•
The s e c o n d pair read their dialogue and the process continues in the same way.
Repeat the process until
all the n e w phrasal verbs have been discussed and recorded. •
•
As h o m e w o r k the students can write an e x a m p l e sentence for e a c h phrasal verb.
66
T h e y use d i c t i o n a r i e s to c h e c k tf answers.
•
a c c o r d i n g t o stress p a t t e r n s . •
spelling/pronunciation/dictionai chart
(optional)
verbs m a y be unrelated, or they •
A phonemic -
below) •
•
be
get
onwards
Pairwork
Equipment/ Materials
can
Pre-intermediate
Pre-intermediate
Activity type
not
Spelling M a t c h
W i t h stronger students, use diffic words,
although
for e x a m p l e and
kneel.
foe,
cough,
12
The O H P The O H P ( o v e r h e a d p r o j e c t o r ) i s a w o n d e r f u l l y
O H P s help create an atmosphere of concentration
flexible c l a s s r o o m t o o l . It a l l o w s the t e a c h e r to
and g r o u p f o c u s . V i s u a l images b e c o m e infinitely
make a b o d y o f text a v a i l a b l e t o t h e w h o l e c l a s s
stronger w h e n projected in a d a r k e n e d r o o m .
instantly a n d l e g i b l y , m i n i m i z i n g the t i m e s p e n t
R o l e p l a y s , d i s c u s s i o n s a n d m a n y g r o u p activities
writing m a t e r i a l o n the b o a r d w i t h t h e i r b a c k t o
a l w a y s s e e m t o g o better w h e n t h e O H P i s
the class. It a l s o p r o v i d e s a greater d e g r e e of
i n v o l v e d . O H P s are a l s o v e r y u s e f u l for 'staging a
control o v e r the p r e s e n t a t i o n of a text, t h r o u g h
lesson'. They p r o v i d e a clear break from whatever
such t e c h n i q u e s a s m a s k i n g , use o f c o l o u r ,
has p r e c e d e d t h e m .
overlays a n d u s i n g a series o f O H T s ( o v e r h e a d transparencies). O H T s c a n b e r e u s e d , s o that y o u r
H e r e we have tried to s h o w the range of
preparation t i m e is put to best u s e , a n d c a n
p o s s i b i l i t i e s for t h e O H P . T h e first part (Existing
reduce the n u m b e r o f p h o t o c o p i e s that are u s e d i n
Text Techniques) l o o k s at w a y s in w h i c h O H P s
class. T h e y are a n e x t r e m e l y e f f i c i e n t w a y o f
c a n be u s e d w i t h a v a r i e t y of e x i s t i n g texts s u c h as
giving answers t o a w i d e v a r i e t y o f c l a s s r o o m a n d
a d v e r t i s e m e n t s , letters a n d s o n g s , a n d p r o v i d e s a
homework tasks.
b a s i c list of t e c h n i q u e s that m a y be useful in a n u m b e r o f d i f f e r e n t s i t u a t i o n s . T h e s e c o n d part
Students often prefer t h e m to t h e w h i t e b o a r d for a
(Student Text Activities)
number o f reasons. O H T s m a y b e p h o t o c o p i e d ,
that are b a s e d o n s t u d e n t w r i t i n g . T h e t h i r d part
giving the students a w r i t t e n r e c o r d w h i c h is t h e
(Other Activities)
same as that u s e d in t h e l e s s o n . M a n y s t u d e n t s
w o r k w e l l w i t h the O H P .
find it difficult to w r i t e on a w h i t e b o a r d . O H T s also a l l o w t h e m to p r o d u c e a r a n g e of m a t e r i a l s which c a n then b e m a d e a v a i l a b l e t o t h e rest o f the class. This is e s p e c i a l l y u s e f u l for c l a s s t a l k s , displaying c o n c l u s i o n s r e a c h e d i n g r o u p discussions, a n d class d i s c u s s i o n o f i n d i v i d u a l writing tasks.
67
lists a
n u m b e r of activities
lists v a r i o u s o t h e r a c t i v i t i e s that
EXISTS
Existing Text Techniques
Text Prediction Level
Cut-up Lines Level
A l l levels
•
Level
A l l levels
A l l levels
Activity type W h o l e c l a s s
Activity type W h o l e c l a s s
Activity type W h o l e c l a s s
Equipment/
Equipment/ Materials O H P
Equipment/
Materials O H P •
Categorizing Words by Col<
R e v e a l a p h o t o c o p i e d O H T of a
•
C u t up an O H T of a text,
O H P ; photocopies
Materials line by
•
G i v e the students a p h o t o c o p y o
text, line by line. E n c o u r a g e the
line. Place the lines at r a n d o m on
text. A s k t h e m to m a r k all the w<
students to predict w h a t is ' c o m i n g
the O H P . A l l o w the students t i m e to
of a p a r t i c u l a r category, either
next'.
read the cut-up lines. The students
g r a m m a t i c a l or lexical, on the te
negotiate in order to reconstruct the Focus: grammar, collocation and
w o r k i n g t o g e t h e r . C h e c k t h i s , usi
text. Y o u m a y w i s h t o give o n e
discourse a n d a variety of student
c o l o u r e d pens, o n the O H T .
student the responsibility of
skills.
m a n i p u l a t i n g the text o n the O H P . •
•
F o c u s : w o r d g r a m m a r , w o r d sets
Focus: grammar, discourse, vocabulary and
pronunciation
(for s o n g s ) .
D i a l o g u e Prediction Level
Cut-up Paragraphs Level
A l l levels
Level
A l l levels
A l l levels
Activity type W h o l e c l a s s
Activity type W h o l e c l a s s
Activity type W h o l e c l a s s
Equipment/
Equipment/ Materials O H P
Equipment/
Materials O H P •
Editing a Text on the Whitebo
R e v e a l t h e t r a n s c r i p t of a d i a l o g u e
•
C h o o s e a text w i t h m o r e than six
Materials O H P •
U s e a text that y o u w i s h to edit.
line by line. Elicit as m u c h a b o u t
paragraphs. M a k e a photocopied
Project this o n t o a w h i t e b o a r d . C
the characters and the context as
O H T and cut between each
o n e s t u d e n t a b o a r d p e n a n d ask
you can, before m o v i n g on to the
paragraph. Place the paragraphs in
other students to suggest
next line.
the w r o n g order o n the O H T a n d
amendments.
ask the students to read t h e m for a •
Focus: social English, turn-taking.
f e w minutes. The students should then 'negotiate' the correct order of the text. •
F o c u s : discourse features, writing skills.
•
Focus: punctuation, spelling, grammar,
vocabulary.
Student Text Activities
Competition-motivated scrutinize
each
students other's
work
The the
question most
correct
Level
Elementary
Activity type
Competitive
not but
who who
can
make
can
Heard
Activity type
Elementary
Equipment/ Materials
paper
Level
to
Competitive
Equipment/
OHP;
Materials Plus ...
different
of four teams. G i v e e a c h team a •
Produce an
O H T of recent student
o n the b o a r d a n d a w a r d e a c h t e a m
errors, w h e t h e r s p o k e n or written.
1 0 0 points. Tell the students that in
Put the students into a m a x i m u m of
the g a m e t h e y are g o i n g t o play,
three teams and give e a c h team a
they c a n b o t h w i n p o i n t s a n d lose
different c o l o u r e d board pen. Put
them.
the teams at the b a c k of the
complete
•
A short text below)
C h o o s e a s h o r t n a r r a t i v e or d e s c r i p t i v e text. M a k e a c o p y for each
•
student.
N o w read the text a l o u d to the clas; at normal speed.
•
classroom.
onwards
O H P ; photocopies (see
Tell the students that y o u are g o i n g t o r e a d t h e s a m e text a g a i n a n d that
• Give each team scrap paper, an O H T , a n d a n O H T p e n . Tell t h e m
Elementary
Activity type G r o u p w o r k
coloured board pens
• O r g a n i z e the class into a m a x i m u m name. Write the n a m e s of the teams
become
Intermediate
activity/game O H P ; scrap
fragments
texts
them?
Level
onwards
activity/game
Equipment/ Materials
is,
errors,
OHP
Dictogloss
Error C o r r e c t i o n Race
1 0 0 Points G a m e
The
•
Project the O H T o n t o a w h i t e b o a r d .
they should write d o w n any
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
T h e students take it in turns to race
k e y w o r d s that they hear. E x p l a i n
a sentence w h i c h they all b e l i e v e to
to the front of the class to correct
that y o u w i l l r e a d the text at the
be grammatically correct. At the e n d
any errors. O n l y o n e m e m b e r o f
s a m e s p e e d as b e f o r e , a n d that they
of two minutes they will have to
each team is a l l o w e d at the board at
s h o u l d not attempt to write d o w n
transfer t h e i r s e n t e n c e o n t o t h e
a time.
every
OHT.
•
• Explain that e v e r y o n e w i l l t h e n l o o k at the s e n t e n c e . If t h e o t h e r t e a m s
Each correction gains the team o n e
•
word.
R e a d the text a l o u d for a s e c o n d
point, but if it is w r o n g the t e a m
t i m e . After y o u h a v e d o n e so, put
loses t w o points.
the students into g r o u p s , a n d tell
find a mistake in the s e n t e n c e , they
t h e m that, together, they have to
will lose as m a n y p o i n t s as there are
c o n s t r u c t a text w h i c h i n c l u d e s the
words in the s e n t e n c e . If the
l a n g u a g e that t h e y h a v e just
opposing teams cannot find a
recorded.
mistake they c a n ask y o u . If y o u are
•
unable to see a m i s t a k e , the t e a m ' s
e a c h text in turn.
can find no mistakes, the t e a m is awarded as m a n y points as there are
•
words in the sentence.
sentence they 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
Who... and
levels:
If...When...
Yesterday... for
higher
Despite...
Since...
Having...
Had...
Where...
Tomorrow...
levels:
G i v e the students a c o p y of the o r i g i n a l text to study.
• G i v e the students the b a d n e w s . T h e
lower
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 the class t o read
score r e m a i n s u n c h a n g e d . If y o u
Although...
Given...
69
The
OHP
Other Activities
Memory A
well-known
called
Kim's
party
Game game
O u t of Focus Pictures
G e t t i n g Everything W r o n g Incompetent
sometimes
game
Make
the
with most
An
technology?
or
of it!
enjoyable recycling
way modal
of
presenting
verbs
for
deduction
Level
Elementary
Level
onwards
Elementary
Palrwork/groupwork
Activity type
(optional)
Equipment/ Materials
Equipment/ Materials
O H P
OHP
Plus...
An
Plus...
A n O H T (see b e l o w )
Activity type
Whole
Level
onwards
Elementary
class
O H T with
gapped
Activity type
Whole
Equipment/ Materials
O H P
Plus
instructions on h o w
OHTs
...
•
people or objects
Place the O H P in a p r o m i n e n t
vocabulary, prepositions of place
p o s i t i o n a n d ask w h e t h e r e v e r y b o d y
and the language of negotiation.
c a n see the text p r o p e r l y . M a k e sure
•
Prepare an O H T s h o w i n g an array
•
•
a l l o w the
Do everything w r o n g
...
D o n ' t p l u g in the O H P . M a k e sure
an
elephant.'
students to see the p r o j e c t i o n for a brief period of time, for e x a m p l e
a n d a i m e d at the c e i l i n g . Ensure that
one
all the lights are on in the r o o m ,
focus, e n c o u r a g i n g students to
a n d that a n y c u r t a i n s o r b l i n d s are
reappraise constantly, for e x a m p l e :
minute.
T h e n s w i t c h off the O H P , a n d the
open.
students, w o r k i n g in pairs or small
a n d back to front.
groups, have to reconstruct the
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
Put the O H T o n u p s i d e d o w n
or by w r i t i n g the n a m e s of those
•
objects in the position they
O n c e y o u r s t u d e n t s start t o p o i n t and gesticulate in order to give you
remember seeing them.
i n s t r u c t i o n s , a s k t h e m t o sit o n t h e i r hands, a n d do exactly what they say
Finally project the O H T o n c e more
- e v e n if it is w r o n g .
so that students c a n assess t h e i r •
performance.
W h e n , finally, the w h o l e class is able to read the O H T , ask the
Y o u m a y w i s h to f o l l o w this activity
students to fill in the gaps in the
w i t h a n y of the f o l l o w i n g : a
m o d e l instructions.
mistakes session, a session on any •
area of l a n g u a g e that the students of proficient English users d o i n g the
G r a d u a l l y bring the image into
'It c a n ' t b e a n e l e p h a n t ; i t h a s n ' t g o t
Put the O H P t o o
in front of the projector.
the right p l a c e on a sheet of paper,
f o u n d difficult, or a v i d e o r e c o r d i n g
•
f o u r legs. It m i g h t be the headmaster.'
able to focus it successfully. Stand
this, either by d r a w i n g the items in
•
a n d invite the students to guess 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
that the lens is dirty, o u t of f o c u s
image they have seen. They can do
•
p r o j e c t the O H T t o the
focus. Project the out of focus image •
of objects on a tray or desk. Project the O H T a n d
Before you
students, e n s u r e that it is o u t of
that the m a c h i n e is not s w i t c h e d o n .
•
(photocopied
recognizable places,
Y o u m a y w i s h to p r e c e d e this task w i t h a revision of relevant
•
class
or drawn) of
to use a n O H P •
to
Intermediate
m
This activity also works well with cassette recorders, V H S m a c h i n e s , camcorders and computers.
s a m e task, p o s s i b l y f o l l o w e d b y further practice.
70
•
Repeat with other images.
Other Activities
Back to Picture Q u e s t i o n s Students
love
wrongfoot
you
achieve
this!
the -
Level Activity type
opportunity
make
All
them
to work
to
books
...'pictures
-
often use
Level
levels
have
Activity type
Pairwork
(optional)
Equipment/ Materials
O H P
Plus...
A 'Spot the
Plus ...
A n O H T (see b e l o w )
Motivating of
preparation,
tenses,
below)
have to find a n u m b e r of h i d d e n
o n , for e x a m p l e to practise the
Project it to the class.
•
to w o r k together to find the h i d d e n objects as quickly as they can,
Almost any picture may be of value.
w i t h o u t p o i n t i n g at the b o a r d , for
c a n s e e it. L o o k a t t h e p i c t u r e yourself for, 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. The students s h o u l d then ask y o u as many questions as they can in order t o test y o u r m e m o r y o f it. T h e y , o f course, are practising their English.
Select a picture story w i t h a (Useful
e n v i r o n m e n t at a h i g h e r l e v e l .
below)
m a x i m u m of eight to ten pictures.
Put the students into pairs. Tell t h e m
to elicit the language of m o o d a n d
A p i c t u r e story (see
P h o t o c o p y a picture w h e r e students objects or animals onto an O H T .
Project the i m a g e so that e v e r y b o d y
homework
Equipment/ Materials O H P
present c o n t i n u o u s at a l o w l e v e l . It
•
Pre-intermediate
(optional)
It m a y be a p i c t u r e w i t h a lot g o i n g
•
variety
Activity type P a i r w o r k / g r o u p w o r k
language that y o u w i s h t o practise.
m a y be a p h o t o g r a p h of a l a n d s c a p e
a
narratives
(optional);
p i c t u r e (see •
using
producing
onwards
Plus ... • C h o o s e a p i c t u r e that w i l l elicit the
for
Level
Pre-intermediate
activity/game
O H P
the
them.
Beginner to
Competitive
Equipment/ Materials
'Spot
OHP
Picture Story Prediction
W h e r e A r e They? Children's
The
sources are teenage
m a g a z i n e s o r n e w s p a p e r strips.) Photocopy it onto an O H T . •
Place the O H T on the m a c h i n e and
e x a m p l e : 'Look! There's o n e in the
m a s k e v e r y t h i n g e x c e p t t h e first
slipper u n d e r the c h a i r on the right.'
picture. S w i t c h o n the O H P .
Using an
the picture a n d create as detailed a
Encourage the students to describe •
O H P ensures that the
students have to use language to
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 s k
locate e a c h of the objects. This
t h e m t o p r e d i c t w h a t h a p p e n s next.
m e t h o d also works well with 'Spot
G a t h e r as m a n y ideas as you can,
the difference' pictures.
e n c o u r a g i n g debate where possible. •
R e v e a l t h e n e x t p i c t u r e in the story. A g a i n , ask the students to describe
• You can m a k e this into a g a m e by telling the students that their a i m is
the situation before predicting what
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
happens
mistakes in three m i n u t e s .
•
next.
C o n t i n u e in the s a m e way, revealing e a c h p i c t u r e o n e b y o n e . After the
• You m a y w i s h to e x t e n d this activity by asking a student to take y o u r
t h i r d o r f o u r t h p i c t u r e , ask y o u r
place, with a n e w picture.
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,
Alternatively put the class into pairs
p l a c i n g the e v e n t s in the past.
o r groups, a n d get t h e m t o d o t h e activity t h e m s e l v e s .
•
A s k the students, either in class or at 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 to c o n c l u d e it themselves.
•
S h o w the students the c o m p l e t e p i c t u r e story a n d c o m p a r e the different endings.
13
Computers C o m p u t e r s have a n u m b e r of distinct advantages
S t u d e n t s w h o are t o o s h y t o b e c o m e f u l l y
o v e r p e n a n d p a p e r for c e r t a i n a c t i v i t i e s . T h e y are
i n v o l v e d in c l a s s r o o m activities or those w h o
p a r t i c u l a r l y s u i t a b l e for p r o c e s s w r i t i n g a c t i v i t i e s ,
enjoy using t e c h n o l o g y w i l l also like w o r k i n g on
w h e r e texts are e d i t e d a n d r e d r a f t e d . O n
the c o m p u t e r .
c o m p u t e r s , the script is a l w a y s legible. M i s t a k e s
C o m p u t e r s are p a r t i c u l a r l y u s e f u l i n self-access
c a n b e c o r r e c t e d t i d i l y . W o r d s a n d text c a n b e
centres. S o m e of these activities m a y be adapted
m o v e d e a s i l y (using ' c u t a n d p a s t e ' o r ' d r a g a n d
for self-access. But t h e r e are a l s o a n i n c r e a s i n g
d r o p ' ) . T h i s not o n l y h e l p s w i t h s t u d e n t e d i t i n g ,
number of purpose-made programs and
but a l s o m a k e s r e o r d e r i n g text e x e r c i s e s m o r e
C D - R O M s , D V D - R O M s a n d w e b s i t e s that are
n a t u r a l , w i t h a m o r e p o l i s h e d f i n a l result.
e x c e l l e n t for e n c o u r a g i n g l e a r n e r a u t o n o m y . M a k e
I n c o m p l e t e text m a y b e s a v e d o n a c o m p u t e r ,
a student log available w h e n y o u have programs
w h i c h m e a n s that it is n o t a l w a y s n e c e s s a r y to
o f this t y p e a v a i l a b l e .
f i n i s h a w r i t i n g a c t i v i t y w i t h i n a l e s s o n , as it m a y
I n t h i s s e c t i o n w e c o n c e n t r a t e o n t h r e e o f the mosl
easily be retrieved afterwards. Similarly, any
b a s i c t o o l s a v a i l a b l e t o t h e t e a c h e r w h o has a
m a t e r i a l that y o u p r o d u c e for t h e c o m p u t e r m a y
c o m p u t e r a t his o r her d i s p o s a l : w o r d p r o c e s s i n g ,
be reused ad infinitum, and m a y also be q u i c k l y
e-mail a n d t h e p o p u l a r text r e c o n s t r u c t i o n
a n d e a s i l y a l t e r e d for s p e c i f i c c l a s s e s . It is p o s s i b l e
program Storyboard.
to make printed c o p i e s of student-created w o r k , w h i c h w i l l not h a v e a n y o f t h e signs o f t h e i n t e n s i v e c o r r e c t i n g a n d r e d r a f t i n g that w i l l h a v e g o n e into it. T h e nature o f t h e c o m p u t e r m o n i t o r m e a n s that m a n y group writing activities b e c o m e easier on ' the c o m p u t e r . Students m a y p o i n t t o t h e text, a n d all of t h e m c a n see it at t h e s a m e t i m e (four is a b o u t t h e m a x i m u m n u m b e r o f students that y o u m a y w i s h t o use for a n a c t i v i t y o f this type).
72
Wordprocessing
Free W r i t i n g
Gapless G a p s In
normal
students in
the
find
gapped
have
to
gaps.
the
exercises, find
Why
gaps
the
not
the words
also
make
fill
computers
descriptive
to
Complete an Incomplete Text
encourage
Students
writing
leaves
Level
All
Whole
Equipment/ Materials
Single/multiple
up
where
the
story
them
levels
Pre-intermediate
Level
Elementary
onwards
Activity type
Whole
Activity type
Pairwork/groupwork
Equipment/ Materials
Equipment/ Materials
Single/multiple
Single/multiple
Level
class
computers
(optional)
computers
A text (see b e l o w )
• C h o o s e a text a n d t a k e o u t o n e
•
Plus...
D o this a c t i v i t y after y o u h a v e d 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
some work on descriptive writing in
be verbs, articles, prepositions or
class.
pronouns.
take off
themselves?
Activity type
Plus...
Use to
Computers
Do not indicate w h e r e
the w o r d s a r e m i s s i n g .
computers
(optional)
A text (see
below)
This technique works well with letters, stories 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 students the first part of a text on s c r e e n . A s k
•
• Ask the students to c o m p l e t e the text.
•
onwards
class
•
Put the students into pairs or s m a l l
t h e m to predict the content of the
groups, a n d put e a c h g r o u p in front
r e m a i n d e r of the text, a n d then to
of a c o m p u t e r .
c o m p l e t e it in their o w n w o r d s . If t h e text is a letter, t h e y s h o u l d
Start d i c t a t i n g t h e b e g i n n i n g of a
c o n t i n u e in the s a m e register a n d
narrative. For e x a m p l e 'You are in a
• As a v a r i a t i o n , try t a k i n g o u t all t h e punctuation. You may wish to m a k e
h o u s e that y o u h a v e never b e e n
all the w o r d s l o w e r c a s e (this c a n
before. Y o u w a l k into the r o o m . It is
be done automatically by most
a b s o l u t e l y e x t r a o r d i n a r y ...
into
Describe the r o o m . ' G i v e the
wordprocessors).
students t i m e to write a d e s c r i p t i o n of the r o o m , w o r k i n g in pairs. •
C o n t i n u e the story: 'As y o u are l o o k i n g a r o u n d the r o o m , a most u n u s u a l p e r s o n w a l k s i n ...' G i v e the students t i m e to w r i t e a description of the person, w o r k i n g in pairs.
•
C o n t i n u e the story: 'The person l o o k s a t m e a n d starts a conversation
... W r i t e t h e d i a l o g u e . '
G i v e the students t i m e to write the dialogue. •
A s k the students to w r i t e a narrative, w h i c h m a y or m a y not begin in the same way as you have begun, and w h i c h links all three e l e m e n t s that you
•
have introduced.
At the end of the lesson, c o m p a r e the stories.
73
tone. •
Print o u t the students' texts a n d c o m p a r e t h e m with the original.
Wordprocessing Expanding
Incomplete Story Students
take
classmates'
up
story
Level
where leaves
A
their
testing,
puzzle-like
Elementary
Level
to
Whole
Equipment/ Materials
Multiple computers
Plus...
A s t o r y (see
'I gave the h o m e w o r k to my
Put the students into g r o u p s . Each suggest a single w o r d a d d i t i o n to the existing sentence, for e x a m p l e : 'I
Repeat this as often as y o u w i s h .
gave the
h o m e w o r k to
my
English
(optional)
A text (see b e l o w )
P r o d u c e a text w i t h a large n u m b e r
w o r d s w h i c h are spelt c o r r e c t l y but are not c o r r e c t in the c o n t e x t , for e x a m p l e : 'Hear's there m o n e y ' or 'Discreet skills practise.' T h e students s h o u l d use the s p e l l c h e c k facility to correct the
a d d e d , the g r o u p has t o d e c i d e
text. T h e y w i l l n e e d t o d e c i d e
w h e t h e r the s e n t e n c e is still
between a
grammatical. You may be asked
spellings offered. They will also
n u m b e r of alternative
n e e d to correct a n u m b e r of
In this w a y the o r i g i n a l s e n t e n c e might b e c o m e 'Sighing deeply, I dutifully gave the u n b e l i e v a b l y difficult h o m e w o r k to my unusually tall, dark, h a n d s o m e English teacher boyfriend.'
•
...
teacher.' Each time a n e w w o r d is
to adjudicate. •
Single/multiple
s o m e w r o n g w o r d m i s t a k e s i.e.
student s h o u l d take it in turns to
find there.
onwards
of spelling mistakes, also include
teacher.'
a n d to c o n t i n u e the story that they
blunt
Provide students with a s i m p l e sentence o n screen, for e x a m p l e :
group to m o v e to the next c o m p u t e r
a
class
computers
Plus
below)
After five m i n u t e s , ask e a c h pair or
one
Equipment/ Materials
Multiple computers
•
quite
Activity type
Equipment/ Materials
groups.
be fine
Elementary
Groupwork
w o r d s , w o r k i n g in pairs or small
a
Level
Activity type
c o n t i n u e the story in their o w n
can or
Pre-intermediate
Pa i r w o r k / g r o u p w o r k
G i v e y o u r s t u d e n t s t h e first part of a
-
onwards
Activity type
story on screen. A s k t h e m to
•
spellchecker
instrument
•
•
A
activity
off
Upper-Intermediate
•
U s i n g the Spellchecker
Sentence
A brief story o u t l i n e c a n a l s o be expanded a similar way. The students s h o u l d add either a single w o r d , or groups of words, w h e n it is their turn.
74
spellings that the s p e l l c h e c k e r cannot find.
Wordprocessing Reordering Sentences Order
out
of
chaos?
Error A n n o t a t i o n s Most
wordprocessors
'annotation'
Level Activity type Equipment/ Materials
an
Nobody
Pre-intermediate
Level
Activity type P a i r w o r k / g r o u p w o r k
Whole
class
can
Elementary
onwards
Single/multiple (optional)
Level
Elementary
Pa i r w o r k / g r o u p w o r k
Plus
...
onwards
(optional)
Single/multiple computers
A text (see b e l o w )
perfectly!
Activity type
(optional)
Equipment/ Materials
type
command
onwards
computers
Plus...
have
A m a t e u r Typists
Equipment/ Materials
Multiple computers;
Plus...
A text (see b e l o w )
(optional)
photocopies
A different text on-screen for e a c h computer
• Use the m o u s e , or 'cut a n d paste,'
•
to rearrange the s e n t e n c e s in a text. You may wish o n l y to m o v e s o m e
C h o o s e a text w h i c h c o n t a i n s problematic spellings and
•
C h o o s e texts that are at an
punctuation.
appropriate level for y o u r students
sentences, a n d k e e p the existing
Put the students into groups a n d
a n d h a v e e a c h text o n - s c r e e n .
lose the p a r a g r a p h s a s w e l l .
the students into pairs or small
seat e a c h g r o u p a r o u n d a c o m p u t e r .
groups, a n d put e a c h g r o u p in front
Ask one student in each group to be
of a c o m p u t e r .
the 'typist.'
• Ask the students to ' r e - a s s e m b l e ' the
Put
•
paragraphing; or you may wish to
text. •
A s k each g r o u p of students to m a k e
•
•
D i c t a t e t h e t e x t at a s p e e d that is p e r h a p s a little faster t h a n the s p e e d
a list of t h e errors that t h e y m a k e most frequently. G i v e them a few
at w h i c h most of y o u r students can
minutes to do this.
type comfortably.
A s k t h e m to a m e n d the text so that
•
W h e n y o u have finished the
it n o w i n c l u d e s a n u m b e r of their
d i c t a t i o n , ask e a c h g r o u p to m o v e
'favourite' errors, as m a n y as they
to a n e w computer, w h e r e they
w o u l d like.
w o r k to correct the poorly-typed, a n d p o s s i b l y i n c o m p l e t e , text.
•
A s k e a c h g r o u p to m o v e to a d i f f e r e n t c o m p u t e r . Tell t h e m t o try they are r e a d i n g . For e a c h error they
enable them to check.
annotation s h o u l d indicate the type of errror that has b e e n i n t r o d u c e d (for 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 , verb tense, w r o n g word). A s k e a c h g r o u p to m o v e to a different c o m p u t e r again. This time t h e y s h o u l d try to c o r r e c t the error within the annotation w i n d o w . If they t h i n k that the a n n o t a t i o n is incorrect, they s h o u l d indicate this. •
Finally, read the text a g a i n , or give the students a p r i n t e d c o p y , to
s h o u l d insert an a n n o t a t i o n . This
•
•
to spot the errors in the text that
Finally, ask e a c h g r o u p to return to their original c o m p u t e r and c h e c k the text o n - s c r e e n .
75
E-mail
Computers
Travel
in
students'
cyberspace
or just
in
your
Get
real
-
get
A
wired!
Activity type Equipment/ Materials
Elementary
onwards
Level
Pairwork/groupwork
Activity type
M u 1 ti p 1 e / n e t w o r k e d
Equipment/ Materials
Travel (see
below)
Level
Pre-intermediate
Whole
Plus...
Activity type
class
Equipment/ Materials
Networked
An
C o l l e c t t w o travel
brochures from
U s e e-mail as part, or a l l , of a roleplay activity. Y o u c a n use it to
Ideally they s h o u l d be f r o m similar,
establish a relationship before
but rival c o m p a n i e s .
characters meet, for e x a m p l e an
D i v i d e the class into four groups.
business m e e t i n g ; a n d y o u c a n use
G i v e t w o of the groups the
it as t h e f o c u s of t h e a c t i v i t y itself,
b r o c h u r e s a n d tell t h e m that they
for e x a m p l e the resolution of a
represent the t w o travel c o m p a n i e s .
difficult p r o b l e m by correspondence.
(optional)
Put the students into g r o u p s of six.
g r o u p into pairs a n d seat e a c h pair at a c o m p u t e r . T h e three pairs must be able to c o m m u n i c a t e by e-mail. •
In e a c h g r o u p of six, o n e pair is to p l a y a c o u p l e w h o h a v e sent their difficult c h i l d r e n a b r o a d , the second pair is to play their teenagers, and the t h i r d p a i r are t h e d i r e c t o r o f the
holidaymakers
s c h o o l a n d the children's class teacher.
A s k the t w o travel c o m p a n i e s to
•
familiarize themselves with their
T h e r o l e p l a y b e g i n s a n d the pairs busily e m a i l e a c h other. The picture
brochures and products. Ask the
is c o n f u s i n g : the parents hear of
tourists t o discuss w h e r e they w o u l d
n o t h i n g but hard w o r k f r o m their
like t o g o a n d w h a t sort o f h o l i d a y
l o v e d o n e s - but the s c h o o l is
they w o u l d I ike. You m a y w i s h to
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
give them a budget and a m a p .
situation be resolved?
W h e n y o u feel the g r o u p s are
•
p r e p a r e d , ask the tourists to e-mail
A l l o w the students to take the r o l e p l a y in a n y d i r e c t i o n they like.
the holiday c o m p a n i e s in order to
The parents m a y d e c i d e to board a
negotiate their holiday. T h e travel
p l a n e a n d sort t h i n g s o u t o n foreign
c o m p a n i e s s h o u l d d o their best t o
soil - w i t h no screen to hide
sell their o w n p r o d u c t s ; the tourists
b e h i n d ; or the children m a y be
s h o u l d try t o get t h e best d e a l . •
Networked
create extra roles. D i v i d e each
l o o k i n g for a g o o d d e a l .
•
Pairwork/groupwork
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 t o
Tell the t w o o t h e r g r o u p s that they
•
too
below)
t w o different holiday c o m p a n i e s .
are w o u l d - b e
little
Pre-intermediate
computers
e x c h a n g e of letters b e f o r e a •
a
students
computers; multiple
activity
(see
be
onwards
• •
may some
computers
(optional)
brochures
that for
onwards
(optional)
computers
Plus...
roleplay
realistic
imaginations
Level
Spoilt Brats
E-mail Roleplays
Travel Agents
e x p e l l e d f r o m the s c h o o l .
This activity m a y be d o n e w i t h
•
m o r e groups. If so, it b e c o m e s e v e n
Alternatively, this r o l e p l a y m a y be d o n e u s i n g p o s t c a r d s a n d letters,
more demanding.
w i t h the teacher acting as postperson.
76
Storyboard Mistakes Text Storyboard
as
a
helping
Reconstructing D i r e c t i o n s
hand
to
From
map
to
text
via
Storyboard
accuracy
Level
All
Whole
Equipment/ Materials
Single/multiple
levels class
computers
Level
Elementary
Activity type
Whole
Equipment/ Materials
Single/multiple
(optional);
Challenge
A t e x t (see
in
higher-level tone
Level
onwards
class
Plus... Type
with
Upper-intermediate Advanced
Materials
A text (see
Single/multiple computers
(optional);
photocopies
below)
T w o texts (see b e l o w )
into Storyboard the directions
mistakes on your wordprocessor.
from o n e place to another. G i v e the
There m a y be problems of spelling,
students a c o p y of a m a p or a p l a n
transformation exercise into
vocabulary or grammar on
w i t h the places m a r k e d , a n d ask
Storyboard.
t h e m to reconstruct the text.
part for y o u r students.
it. P r i n t
this o u t for y o u r s t u d e n t s . T y p e t h e
,
Equipment/
(optional);
Plus ... Type o u t a text that is full of
students register
and
photocopies below)
and
Activity type W h o l e c l a s s computers
photocopies
Plus ...
Register Transformation
shift
Activity type
Computers
•
T y p e o n e h a l f o f a n e x i s t i n g register P h o t o c o p y the other U s i n g the
corrected version of the text into
information from their photocopies,
Storyboard.
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 in a d i f f e r e n t register.
G i v e the students the printed version a n d ask t h e m to reconstruct
•
a correct version, using Storyboard
T h i s is 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 after i n t e n s i v e w o r k o n the texts.
77
Storyboard
Storyboard Storyboard
as
Dictations They
spellcheck
Incomplete
Picture Stories say
a
picture
tells
a
thousand
Computer
Dictation
gap-fill
words
Level
All
Activity type
Whole
Equipment/ Materials
Single/multiple
Plus
...
Level
Pre-intermediate
(optional)
Activity type
Whole
Equipment/ Materials
Single/multiple
Activity type W h o l e c l a s s
class
Equipment/ computers
A text (see b e l o w )
Materials
(optional);
Plus...
Plus ... •
D i c t a t e a story to t h e s t u d e n t s bi miss out all the verbs. T h e stude
They should write it d o w n on paper. Select a picture story w i t h a
s h o u l d type the text into Storybc
into Storyboard to c h e c k the
m a x i m u m of eight to ten pictures.
as y o u dictate. T h e y then have t
spelling.
Useful sources are teenage
c o m p l e t e the story by c h o o s i n g
m a g a z i n e s o r n e w s p a p e r strips.
correct verbs.
T h e y then type their c o r r e c t e d text
•
A t e x t (see b e l o w )
A picture story a n d a text (see b e l o w )
p r o b l e m spellings to the students.
Single/multiple computers (option;
photocopies
D i c t a t e a text w i t h a n u m b e r of
Pre-intermediate onwards
onwards
class
computers
•
Level
levels
•
This m a y be d o n e on a w o r d
M a k e o n e c o p y for e a c h c o m p u t e r
processor with a spellchecker, but
that y o u have. C r e a t e a story that
•
T h i s t e c h n i q u e tests t h e s t u d e n t s
this w i l l n e e d a great d e a l m o r e
follows the sequence of pictures
knowledge of vocabulary,
teacher supervision.
a n d type the text into S t o r y b o a r d .
collocation and grammar.
•
G i v e e a c h g r o u p of students o n e of the p h o t o c o p i e s , a n d ask t h e m to r e c o n s t r u c t the story, u s i n g Storyboard.
78
14
The Radio It is p o s s i b l e to p i c k up stations w h i c h b r o a d c a s t i n English i n a l m o s t e v e r y part o f t h e w o r l d . T h e most f a m o u s are p r o b a b l y the B B C W o r l d S e r v i c e and the V o i c e o f A m e r i c a . T h e s e s t a t i o n s t r a n s m i t a variety of p r o g r a m m e s , s u c h as n e w s , sport, soap o p e r a s , p o p m u s i c , y o u t h p r o g r a m m e s a n d specific p r o g r a m m e s for learners o f E n g l i s h . These stations c a n be u s e d in the c l a s s r o o m as a current, a u t h e n t i c s o u r c e o f l i s t e n i n g m a t e r i a l , o r b y i n d i v i d u a l learners a s part o f t h e i r o w n l e a r n i n g programme. Activities in this s e c t i o n use l i v e r a d i o as a s o u r c e for r o u g h l y - t u n e d i n p u t or a w a y of g e t t i n g immediate i n f o r m a t i o n o n t o p i c s t h e students are interested i n . R a d i o c a n a l s o be u s e d as a basis f o r discussion a n d role-play, r a i s i n g s t u d e n t s ' awareness o f t h e p h o n o l o g i c a l features o f E n g l i s h and h e l p i n g t h e m to p r e d i c t w h a t a s p e a k e r is about to say, u s i n g l i n g u i s t i c c l u e s .
The
Radio
Station C r u i s i n g 1 A
familiarization
activity
for
complete
beginners
Level Activity type
A
Materials
more
challenging
Level
Beginner
A
W h o l e class None
Level
Pre-intermediate
to
the
news
Elementary and Pre-intermediate
Activity type P a i r w o r k
Equipment/
Equipment/ None
Single cassette p l a '
Materials Plus ...
A radio
A radio news b r o a d c a s t (see b e k
Take a radio into class a n d search •
Take a radio into class a n d trawl the •
airwaves for English
either songs or speech in any
programmes. W h e n you find one,
broadcast, w h i c h will
l a n g u a g e other t h a n that of the
stay t u n e d for a m i n u t e or t w o .
too difficult for y o u r students.
students' o w n
T h e n s w i t c h off the r a d i o . A s k the
m o t h e r tongue(s),
language
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
channels. W h e n you c o m e across
pause. A s k the students ' W h i c h
students w h a t kind of radio
language is being spoken?'
p r o g r a m m e they think they were
•
•
international
W h e n a clear picture has e m e r g e d ,
English, British English or any other
if necessary with your help, switch
f o r m of English. A l l o w t h e m to listen
the r a d i o b a c k on ( h o p i n g that the
to a n y English c h a n n e l s for a short
programme
time. Then, before continuing your
listen for a further t w o or three
search, ask if they heard a n y t h i n g
minutes, taking notes.
familiar. These might be the names of places, people or simply words similar to words in their o w n language.
•
Put the students into pairs, a n d ; is l i k e l y to be in that day's
If t h e l a n g u a g e is E n g l i s h , a s k if 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
hasn't changed!)
•
they have been listening to.
Repeat this activity o c c a s i o n a l l y as the course progresses.
80
Tell t h e m that y o u are g o i n g to f T h e i r task is v e r y s i m p l e : they h; to tell y o u , at the e n d of the broadcast,
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 it as a class.
S w i t c h off the r a d i o . Put the c o m p a r e notes on the e x c e r p t that
news.
t h e m a n e w s s u m m a r y in Englisl
and
students into pairs, a n d ask t h e m to
inevitably
t h e m to brainstorm anything tha
listening to.
•
introduction
Activity type P a i r w o r k Materials
A radio
the airwaves for foreign language
•
gentle
English
onwards
Plus ... •
familiarization
activity
Equipment/ Plus...
H o w many Stories?
Station C r u i s i n g 2
•
Play the n e w s a g a i n , this t i m e asking the students to note d o w i the s u b j e c t o f e a c h n e w s story.
The
Who, What, Where, Why, When? A
standard-format
can
be
question
used both
self-access
in
sheet
class,
and
that
in
'the
two
leaders
met
for
We
all
every
make
decisions
like
this
day
centre
Level
Elementary
Level
onwards
Equipment/ Materials
Level
Pre-intermediate onwards
Activity type P a i r w o r k
Plus ...
Trailer Chat
Pauses
a
Radio
Activity type
Whole
photocopies
Equipment/ Materials
Single cassette player
A radio
Plus
A radio broadcast
Single cassette player;
news
...
broadcast and a
(see
class
Activity type
Groupwork
Equipment/ Materials
M u l t i p l e cassette players
below)
Plus...
question form (see
•
• C h o o s e a fairly briskly-paced n e w s
why and
when,
who,
and
what,
where,
numbers
down
the left-hand s i d e for e a c h i t e m in
•
•
and interviews with politicians,
separate tapes. These often consist
usually work well.
of a brief s u m m a r y , information on the t i m e that t h e y are g o i n g to be
Play it to y o u r class, p a u s i n g
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 the programme
students s h o u l d be able to c o m p l e t e • Put the s t u d e n t s i n t o p a i r s , a n d ask
the phrase, for e x a m p l e : 'the t w o
them to b r a i n s t o r m a n y t h i n g that is
R e c o r d three trailers for f o r t h c o m i n g radio p r o g r a m m e s o n t o three
News programmes,
w h e n e v e r y o u t h i n k that y o u r
the n e w s b r o a d c a s t .
below)
R e c o r d a broadcast that has m a n y even cliches!
broadcast. Produce a form with headed
Three radio excerpts (see
below)
set 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 -
columns
Pre-intermediate onwards
•
leaders met for...'. Discuss possible
itself.
D i v i d e the class into three groups. G i v e e a c h g r o u p a cassette-recorder
likely to be in that day's
phrase endings and then continue
a n d a different trailer. Place the
international news. They s h o u l d
the tape.
g r o u p s at a distance f r o m o n e
listen t o the n e w s , c r o s s off a n y items that w e r e not 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 list.
•
another. Tell e a c h g r o u p to listen to
Y o u c a n use this to practise not o n l y
the trailer for their p r o g r a m m e , and
vocabulary, but also grammar, for
be p r e p a r e d to d e s c r i b e it to the
example verb forms.
students in the other groups. Each
• H a n d out the question forms. T h e
g r o u p m a y listen t o their o w n
students listen to the n e w s a g a i n
r e c o r d i n g as m a n y times as they
a n d try t o c o m p l e t e all t h e
like.
information required. W i t h lowerlevel students y o u m a y w i s h t h e m t o
•
work together in pairs again to
Put the students into g r o u p s of three, w i t h at least o n e student f r o m
complete the forms.
each group. Ask them to describe their p r o g r a m m e to the other m e m b e r s of the group. W h e n they have d o n e this, they d e c i d e together w h i c h p r o g r a m m e they w o u l d like to listen to.
81
The
Radio
Good
Rapid Information Listening 'and
the
climbers
highest is...
of
this
week's
Level
Did
the
students
'
interviewer want
Level
Pre-intermediate onwards
Activity type
Whole
Equipment/ Materials
Single cassette player
Plus
A radio broadcast
...
(see
Activity type
class
below)
to
find
what
your
Can the
your
students
win
that
holiday
in
Bahamas?
Pre-intermediate
Level
onwards
Activity type
Elementary
onwards
Pa i r w o r k / g r o u p w o r k (optional)
Pairwork/groupwork (optional)
Equipment/ Materials
Equipment/ Materials
Single cassette player
Single cassette player
Plus...
A radio broadcast
Plus
A radio broadcast
...
(see
below)
below) •
Certain regular news broadcasts
T h e r e are a lot of c o m p e t i t i o n s in
Record a radio interview with a
the y o u t h p r o g r a m m e s o n the radio
specific information exercises.
f a m o u s person, for e x a m p l e A r n o l d
a n d there are also m u s i c
E x a m p l e s of this type of b r o a d c a s t
Schwarznegger.
p r o g r a m m e s w h i c h invite requests.
m a k e g o o d material for listening-for-
a r e : t h e t o p 4 0 hit list, s p o r t s updates, or stock and share prices.
•
•
Record o n e of these.
Tell y o u r students that they are a b o u t to listen to an i n t e r v i e w w i t h
C h o o s e o n e that suits the interests of
•
out
know?
(see •
Requests and Competitions
Interviewer?
•
Play it to y o u r class, a n d encourage
your class.
A r n o l d S c h w a r z n e g g e r . Put t h e m
the students, in pairs or groups, to
into pairs or small groups a n d ask
e n t e r for t h e c o m p e t i t i o n that they
R e c o r d it regularly a n d f o l l o w the
t h e m to w r i t e a n y q u e s t i o n s that
h a v e just h e a r d a b o u t ; or to request
ups a n d d o w n s o f the real w o r l d .
they w o u l d like to hear answered.
a record, saying w h y they want to
•
Play the interview. T h e students should tick any questions w h i c h have been answered.
•
Finally, the students tell the class w h i c h of their questions remained unanswered.
82
h e a r it.
14
TV and Video M a n y English language teachers n o w have access
T h i s s e c t i o n is d i v i d e d i n t o t w o parts: Techniques
to TV and video recorders. M a n y schools keep
and Resources a n d
r e c o r d i n g s o f p r o g r a m m e s * t a k e n d i r e c t l y off-air,
l o o k at a v a r i e t y of b a s i c t e c h n i q u e s that c a n be
a s w e l l a s c o m m e r c i a l v i d e o s d e s i g n e d for
u s e d w i t h a l m o s t a n y v i d e o . W e a l s o offer a
l a n g u a g e l e a r n e r s . I n this s e c t i o n w e are c h i e f l y
n u m b e r o f i d e a s for u s i n g less c o n v e n t i o n a l
c o n c e r n e d w i t h u s i n g off-air r e c o r d i n g s , i n c l u d i n g
r e s o u r c e s , s u c h a s s u b t i t l e d f i l m s . T h e s e c o n d part
news p r o g r a m m e s , d o c u m e n t a r i e s , d r a m a s , p o p
c o m p r i s e s g r o u p activities w h i c h c a n be used with
Activities.
In t h e first part we
programmes a n d chat s h o w s . Students a n d
a v a r i e t y of s t u d e n t s a n d t y p e s of off-air r e c o r d i n g .
teachers a l i k e h a v e m i x e d f e e l i n g s a b o u t t h e r o l e
They involve intensive a n d extensive listening
o f v i d e o i n l a n g u a g e - l e a r n i n g . S o m e students
a c t i v i t i e s a n d use the t e c h n i q u e s listed i n the first
might see a v i d e o l e s s o n as a 'soft o p t i o n ' w h e r e a s
part.
others m a y see it as a b e w i l d e r i n g or e v e n threatening l i s t e n i n g e x e r c i s e . S o m e t e a c h e r s feel
W h e n u s i n g m a t e r i a l o f this k i n d , a l w a y s c h e c k the copyright regulations. These m a y vary from country to
a degree of p r o f e s s i o n a l g u i l t a b o u t u s i n g t h e
country.
video in class a n d tend to o v e r b u r d e n students with l e n g t h y 'as y o u l i s t e n ' c o m p r e h e n s i o n questions a n d c h e c k l i s t s . O n the o t h e r h a n d , m o s t students e n j o y u s i n g what is p r o b a b l y the p r i m a r y m e a n s of c o m m u n i c a t i o n i n the m o d e r n w o r l d - t e l e v i s i o n . This gives the t e a c h e r a c l a s s r o o m t o o l that c o m e s from the real w o r l d , a n d t o w a r d s w h i c h m o s t students feel a great d e a l of g o o d w i l l . T h e v i s u a l aspect o f v i d e o c a n b e u s e d t o s u p d b r t learners b y p r o v i d i n g a c o n t e x t , as w e l l as a g u i d e to meaning. If this r e l a t i o n s h i p is e x p l o i t e d p o s i t i v e l y , students c a n be s u p p o r t e d in t h e i r e x p o s u r e to a valuable a u t h e n t i c s o u r c e , a n d g i v e n a great d e a l of c o n f i d e n c e as E n g l i s h l a n g u a g e users.
83
ÏI2LZLÏ!™T31 Techniques and Resou Channel-hopping Level
Level
A l l levels
Activity type W h o l e c l a s s
Equipment/
Equipment/
Equipment/
Single V H S player
Single V H S player
Materials
U s e the remote-control to d r o p in
Single V H S player
Materials
and T V •
and T V
S h o w the v i d e o to the students w i t h
on different English language
the screen c o v e r e d , or the picture
TV
b l a c k e d out, but with the s o u n d at
channels.
normal
U s e this for l a n g u a g e f a m i l i a r i z a t i o n and roughly-tuned input. The
•
volume.
•
S h o w the v i d e o at high speed, with no sound.
•
U s e this to r e m i n d the students of w h a t t h e y h a v e just s e e n , o r a l l o w s o m e students to preview the
U s e this to ask the students to
students v i e w i n g the
anticipate w h a t they think is on the
r e m a i n d e r of a story in o r d e r to
d e c o n t e x t u a l i z e d excerpts c a n use
screen, for e x a m p l e description of
create an information gap.
any clues in order to f o r m a picture
p e o p l e or of settings. This w o r k s
of the type of TV p r o g r a m m e b e i n g
w e l l w i t h s o u n d t r a c k s that h a v e
shown.
dialogue or distinctive music.
S o u n d D o w n , Picture U p
Using the Pause Button Level
Level
A l l levels
jigsaw S o u n d and Picture Level
A l l levels
A l l levels
Activity type W h o l e c l a s s
Activity type P a i r w o r k ( o p t i o n a l )
Activity type P a i r w o r k / g r o u p w o r k
Equipment/
Equipment/
Equipment/
Materials
Single V H S player
Materials
and T V •
A l l levels
Activity type W h o l e c l a s s
and T V
•
Level
A l l levels
Activity type W h o l e c l a s s Materials
•
Play/Fast F o r w a r d V i e w
Picture D o w n , S o u n d U p
Single V H S player
Materials
and TV; multiple
VHS
VHS
players and TVs
players and TVs
(optional)
(optional)
U s e the pause button to freeze-
Single V H S player
and TV; multiple
frame the picture. • •
U s e this to create an o p p o r t u n i t y for
S h o w the v i d e o to the students w i t h
•
the s o u n d t r a c k but not to see the
U s e this to elicit language f r o m the
the picture but doesn't hear the
d i s c u s s i o n of w h a t has just happened, what is going to happen
•
a n d a detailed d e s c r i p t i o n of w h a t is
students that is related to the
on the screen at the m o m e n t .
c o n t e x t a n d that m a y b e u s e d i n the dialogue. •
T h e students can also provide o r a f t e r w a t c h i n g it. T h e y m a y create an
English
soundtrack for a non-English v i d e o , for e x a m p l e ' d u b b i n g ' English instructions onto a cookery programme. •
p i c t u r e , w h i l e the o t h e r g r o u p sees soundtrack. •
v o i c e o v e r s for a scene, either before
•
A l l o w o n e g r o u p of students to hear
t h e v o l u m e set a t z e r o .
The students m a y provide a commentary to what is happening on the screen.
84
U s e this as an i n f o r m a t i o n gap activity.
Techniques and Resources Front-to-back Students Level
Spotting Signs Level
A l l levels
Level
A l l levels
A l l levels
Activity type W h o l e c l a s s
Activity type W h o l e c l a s s
Equipment/
Equipment/
Equipment/
Single V H S player
Single V H S player
Materials
and T V Seat the students in pairs so that o n e
Single V H S player
Materials
and T V
and T V •
G e t students to read any on-screen
•
If y o u h a v e English l a n g u a g e videos
student c a n see the screen a n d the
E n g l i s h , for e x a m p l e street s i g n s ,
with subtitles in the students' mother
other cannot. Turn the s o u n d d o w n
shop names, advertised hoardings,
t o n g u e , use these to b u i l d student
if there is d i a l o g u e .
notices.
c o n f i d e n c e . Play the v i d e o w i t h the s o u n d d o w n , then p l a y the v i d e o
• This creates a g e n u i n e real-time
again w i t h the s o u n d up, but
information g a p activity.
G r o u p O u t , G r o u p In Level
A l l levels
c o v e r i n g the subtitles.
T h e Film of the N o v e l Level
A l l levels
Subtitles in English Level
A l l levels
Activity type P a i r w o r k / g r o u p w o r k
Activity type W h o l e c l a s s
Activity type W h o l e c l a s s
Equipment/
Equipment/
Equipment/
Materials
Single V H S player and TV; multiple
Materials
Single V H S player and T V
V H S players and TVs (optional) •
Subtitles in the Mother Tongue
Activity type P a i r w o r k Materials
•
TV and Video
Materials
Single V H S player and T V
T h i s activity w o r k s if y o u are a b l e to
If y o u have foreign language videos
c o m p a r e a v i d e o w i t h the b o o k that
w i t h English subtitles, use these as
Put the c l a s s i n t o t w o g r o u p s a n d
it is based o n ; this m a y be y o u r
r e a d i n g p r a c t i c e for y o u r students.
create an i n f o r m a t i o n g a p .
class reader or an a u t h e n t i c text.
Y o u m a y w i s h t o d e v e l o p this idea i f
M a n y readers are a d a p t a t i o n s o f
the v i d e o is in your students'
n o v e l s that h a v e b e e n m a d e f a m o u s
mother-tongue.
• This c a n be d o n e in different w a y s . You can s h o w o n e g r o u p of students a section of v i d e o that the other
by recent H o l l y w o o d releases.
group has not s e e n . Y o u c a n s h o w one group the picture a n d play the other g r o u p the s o u n d t r a c k , as mentioned in an earlier activity. Or you can s h o w each group a different v i d e o or a different part of the s a m e v i d e o .
85
Back-to-back Many creating
advertisements a
puzzle
Level
Vocabulary Concepts
Adverts are
for
oblique,
An
students
really
your
activity
to
Pairwork
Equipment/ Materials
Single V H S
•
So
player
Pairwork
Equipment/ Materials
Single
VHS
Plus...
player
or
Pre-intermediate
Groupwork
(optional)
Equipment/ Materials
Single V H S
player
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 )
(see
documentary
and
a vocabulary
sheet
R e c o r d a series of TV a d v e r t i s e m e n t s .
-
Activity type
Plus...
a d r a m a or a
(see
unsaid
and TV; photocopies
A r e c o r d i n g of
advertisements below)
remains
onwards
below)
•
C h o o s e a p s y c h o l o g i c a l l y interesting scene from a film or drama which the students have already seen in
•
Produce a v o c a b u l a r y sheet with
class and w h i c h
o b v i o u s o n l y towards the e n d of the
a b o u t fifteen w o r d s that are u s e d in
m o r e characters. S h o w this scene to
advertisement.
the v i d e o . Write the w o r d s d o w n
the students, and deal with any
involves two or
the centre of the page w i t h space
problems of comprehension or
Put the class into pairs a n d seat
between them.
vocabulary.
t h e m so that o n e student c a n see
each pair of students in the class.
P h o t o c o p y o n e for
the screen a n d the other c a n n o t .
•
m a n y students as there are
the screen are g o i n g to see a TV
each
characters in the scene. S o m e
c o m m e r c i a l a n d that they s h o u l d
through the w o r d s w i t h the class,
students m a y have to d o u b l e up.
describe exactly w h a t they see to
discussing meanings and possible
A s k e a c h student to take on the role
their partners.
contexts for t h e m .
o f o n e c h a r a c t e r i n t h e s c e n e . Tell
P l a y t h e first a d v e r t i s e m e n t w i t h t h e
•
Put the students into g r o u p s w i t h as
Put the students into pairs a n d give
Tell t h e m that the s t u d e n t s f a c i n g
•
pair a v o c a b u l a r y sheet. Go
they c a n look at their sheets, but
necessary to give the students a
that there is no n e e d to w r i t e
chance to describe what is
a n y t h i n g at this stage.
happening. Stop the video before
•
contexts in w h i c h the w o r d s w e r e
students w h o have not seen the
used. They should w o r k in pairs.
screen what they think the
Tell t h e m t o w r i t e w h a t t h e y c a n
c o m m e r c i a l i s for, a n d ask t h e m t o
r e m e m b e r next to the w o r d on the
give reasons.
sheet. This m a y be a s p o k e n context, or simply what was
Play the v i d e o so that all the s t u d e n t s c a n s e e it, t h i s t i m e w i t h the s o u n d up. Discuss the language and images used before m o v i n g on to another commercial.
After y o u have p l a y e d the v i d e o , tell t h e s t u d e n t s to try to r e c a l l t h e
b e c o m e s clear. A s k any of the
, •
t h e m that they are g o i n g to express
Play the v i d e o . Tell the students that
sound down, pausing where
the p r o d u c t b e i n g advertised
•
life
Level
Pre-intermediate
Ideally these s h o u l d be ones w h e r e
•
in
it?
and TV; photocopies
A recording of TV
the product advertised b e c o m e s
•
much
does
Activity type
and T V
Plus...
students
onwards
onwards
Activity type
your
listen
Level
Pre-intermediate
make
But W h a t Are They Thinking?
h a p p e n i n g on-screen at the t i m e . Finally, the students p o o l their information. You can produce a written record of the c o n t e x t u a l i z e d w o r d s on the board.
86
what each character is thinking. •
Play the scene again, pausing regularly w h e n o n e of the c h a r a c t e r s has just f i n i s h e d speaking. W h i l e the v i d e o is p a u s e d , the students 'speak the m i n d s ' of their characters, expressing their feelings, thoughts a n d frustrations.
Activities
Building up to the N e w s A
confidence-building
an
often
daunting
Level
introduction listening
They Do What? to
7t's
life,
Jim
... but
not
as
Level
Elementary
Activity type
Activity type
Whole
Equipment/ Materials
Equipment/ Materials
Single
class
player
it.'
Conversation
has continue
Plus...
Croupwork
Activity type
Pairwork
Single
Equipment/ Materials
Single
VHS
player
Plus...
below)
Take a
r e c o r d i n g of a TV n e w s
player
below)
C h o o s e a v i d e o c l i p that is quintessential^ English or
•
C h o o s e a v i d e o c l i p that features
A m e r i c a n . A g o o d e x a m p l e of this
two people having a conversation.
w h i c h feature plenty of i n f o r m a t i o n ,
might c o m e from an English soap
At l o w e r levels, this m a y be t w o
for 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
opera
a n d f o o t a g e . M a k e a list o f w o r d s
c o m p l e t e this activity, y o u r students
that are essential to an
do not need to understand all, or
higher levels the c l i p m a y be of a
understanding of the broadcast.
indeed any, of the dialogue.
m o r e c o m p l e x relationship, or a
like
Eastenders.
In
o r d e r to
p e o p l e m e e t i n g f o r t h e first 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 . At
P h o t o c o p y o n e for e a c h student.
more dramatic situation. •
• S h o w the t w o n e w s items to the d o w n . After e a c h item, ask the students to discuss, in g r o u p s , w h a t
V i e w the e x c e r p t as a class a n d deal with any problems of
•
c o m p r e h e n s i o n , if y o u w i s h to.
students w i t h the s o u n d turned •
scene. W i t h l o w e r levels the clues
If 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
may be entirely visual and you might begin with a single frozen
ask t h e m to write sentences
Pool their c o n c l u s i o n s .
f r a m e . Start t h e v i d e o .
describing any differences between w h a t t h e y s a w o r h e a r d , a n d life i n
H a n d o u t t h e v o c a b u l a r y lists a n d
•
their o w n country.
deal with any problems of
• Ask the students to w o r k a g a i n , in
Pause the v i d e o a n d ask the students to guess w h a t the actors are
comprehension. •
D e c i d e h o w m u c h of the clip you w i s h t o s h o w i n o r d e r t o set the
y o u r students into small groups a n d
they think the reports are about.
•
VHS
onwards
A r e c o r d i n g of t w o (see
broadcast and c h o o s e t w o items
your
people speaking
the news
•
can
and T V
recording
(see
•
-
it?
Elementary
A
A r e c o r d i n g of
stopped
Level
onwards
and T V
and TV; photocopies
Plus ...
know
students
Pre-intermediate
Video
Putting W o r d s Into Mouths
task
onwards
VHS
we
TV and
g o i n g t o say. D i s c u s s their ideas,
If 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
play the next f e w seconds of the
y o u r students into small multilingual
their g r o u p s , a n d to use the
groups a n d ask t h e m to discuss the
k e y w o r d s that t h e y m a y h a v e b e e n
differences between
g i v e n i n o r d e r t o try a n d r e c o n s t r u c t
o r h e a r d a n d life i n their o w n
the story. A t h i g h e r l e v e l s , this m a y
countries.
what they saw
clip and compare. •
Put the students into pairs. Play a f e w m o r e s e c o n d s of the video. Pause it a n d the students continue
be a s p e a k i n g activity. At l o w e r
the d i a l o g u e as they think it w i l l
levels, a p p o i n t o n e of the students
progress.
in each g r o u p as 'scribe', a n d ask •
them to p r o d u c e their o w n news
P l a y t h e m a little m o r e of the c l i p a n d ask t h e m again to c o n t i n u e the
report.
d i a l o g u e f r o m this n e w starting •
Finally, s h o w the students the t w o
point.
items w i t h the 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 the students' o w n
C o n t i n u e this as y o u w i s h . To c o m p l e t e the activity, s h o w the
ideas.
students the c o m p l e t e conversation.
87
They
may
they're
be
even
hard harder
Level Activity type Equipment/ Materials
to
watch, to
but
make!
Elementary
'...
...
A
over
to
our
overseas
player
evening
Level
Pre-intermediate
Activity type
Groupwork
Equipment/ Materials
Single
camcorder
G e t the class to m a k e a v i d e o diary.
•
VHS
player
into
a
Pre-intermediate
Activity type
Groupwork
Equipment/ Materials
Single
VHS
player
and T V A camcorder
Plus...
A camcorder and a r e c o r d i n g of a n e w s
empty
b r o a d c a s t (see
(see
below)
W a t c h the n e w s broadcast a n d
•
and
boxes
below)
Find s o m e fairly a n o n y m o u s cardboard boxes such as cereal
discuss the language, focusing on
life, for e x a m p l e lessons, l u n c h
pastime
onwards
g r o u p s , a n d ask e a c h g r o u p t o agree to c o v e r a different aspect of s c h o o l break, sports.
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
packets or s h o e b o x e s . C o v e r these
n o w over to our overseas
c o m p l e t e l y in white paper, using
T h e groups plan both w h a t they are
correspondent
g l u e or sticky tape so that labelling
...'.
g o i n g to f i l m a n d w h a t they are g o i n g to say. T h e y t a k e it in t u r n s to
•
use the c a m c o r d e r , a n d then edit
to m a k e a n e w s broadcast, using
the v i d e o together, if this is p o s s i b l e .
themselves as subjects: school
The video can be s h o w n to other
is no longer visible. These boxes
Tell the students that t h e y are g o i n g
sports results, friendships b r e a k i n g •
an
and T V
If y o u h a v e a large c l a s s , split it i n t o
•
Turn
career
onwards
Plus... •
now
Level
onwards
and T V
Plus
and
correspondent...'
Groupwork
Single V H S
A d People
Student N e w s
Video Diary
will be the d u m m y products your class will sell. •
•
Put the class into g r o u p s . A s k o n e
different advertisements.
D i s c u s s the strategies used in the
group to be the n e w s r o o m team
may in turn p r o d u c e their o w n
(i.e. n e w s r e a d e r , d i r e c t o r a n d
v i d e o d i a r y f o r your s t u d e n t s .
some TV commercials with
the class, preferably in English.
classes or sent to an ' e x c h a n g e school' in England or America, w h o
Watch
u p , t h e e v e r y d a y stuff o f s c h o o l life.
•
D i v i d e the class into groups of four
c a m e r a p e r s o n ) a n d ask e a c h of the
o r five. G i v e e a c h g r o u p o n e o f the
other g r o u p s to find a story w h i c h
c o v e r e d b o x e s . Tell t h e m that these
will make a good news item. G i v e
b o x e s c o n t a i n the p r o d u c t t h e y are
the groups e n o u g h time to script
going to sell.
their story as w e l l as do a n y research. M e a n w h i l e , the n e w s r o o m
•
team should circulate to find out
1. decide what the packet contains
w h i c h stories are b r e w i n g . •
E x p l a i n that t h e y h a v e t o :
2.
d e c i d e o n its u n i q u e s e l l i n g
3.
decorate the
4.
design, script and film a TV
point
W h e n the class is ready, all the n e w s items are f i l m e d w i t h appropriate links.
packet
c o m m e r c i a l for that p r o d u c t . •
In a c o r n e r of t h e c l a s s r o o m set up a 'studio' and a booking form. W h e n the groups are ready they can book the studio for a slot.
•
T h e class v i e w s the advertisements and discusses whether they work.
88
Appendix Full set of Example Cards for Circles (Section 8) Summaries
Circle
my last holiday
a film I enjoyed
my home
my oldest and dearest friend
my hopes for the future
my career
my pet hates
my family
my country
89
J
Auxiliary
Circle I'll be here this time next year.
I've been to Paris.
I like Chinese food.
I'm wearing my best
I was talking when the
pair of jeans.
teacher walked in.
I can drive.
I'd like to go to Disneyland.
I can swim.
I used to smoke.
I'm going to do my homework tonight.
I'm going to the cinema tonight.
90
Reporting
Circle
(Lower)
I
1
She
I like ice cream.
I'm going to watch TV tonight.
2
•
3
I've been to Britain.
She
4
She
She
I can drive.
Get out and don't come back!
5
She
told
me
said
me
told
me
said
me
told
me
said
me
told
me
said
me
told
me
(that) s h e l i k e d
ice-cream.
(that) s h e w a s g o i n g t o w a t c h T V .
(that) s h e h a d b e e n t o B r i t a i n .
(that) s h e c o u l d d r i v e .
t o get o u t a n d not t o c o m e b a c k .
(order)
6
She
asked
(me)
what
7
She
asked
(me)
where
I lived.
8
She
asked
(me)
if
I liked cooking,
my name was.
What's your name?
Where do you live?
8 Do you like cooking?
whether
9
She
asked
(me)
Can you swim?
10 Could you help me with this?
if whether
10
She
asked
(request)
91
me
t o h e l p her.
I could swim,
Reporting
Circle
(Upper)
I Get out and don't come back!
1
tell/order
If I were you, I'd take it
2
advise
Don't forget you haven't paid your bill!
3
remind
Go on, go to Spain. You'll have a great time!
4
encourage
6
a c c u s e (someone) of
7
admit
back to the shop.
(someone) to do
Why don't you come round for dinner?
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.
9
a p o l o g i s e for
92
doinf
Reporting
Circle
(Upper
continued)
10 Let's go to the beach!
10
suggest
11 Why don't you go to bed?
11
suggest that
13 We can't lend you any more money.
13
refuse
14 I'll give you the money next week ... honestly!
14
promise
d o i n g (speaker i n c l u d e d in suggestion)
do/did
12 Would you like to borrow my car?
to d o
93
Quickfire
Circle
What time do you call this?
You're nicked, mate!
Where to, guv?
Alright?
What seems to be the matter?
What do you fancy?
Warm for the time of year, isn't it?
Got a light?
Do you come here often?
It's my shout.
What're you having?
Anything you say may be taken down ....
94
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