Resourceful English Teacher

July 18, 2017 | Author: jazz40 | Category: The Guardian, Newspapers, Semiotics, Communication, Psychology & Cognitive Science
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THIS IS A HELPFUL BOOK FOR TEACHERS FOR ALL AGES...

Description

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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