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2018 October Cambridge English Teacher Activities - Nº 49

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This month we are celebrating Halloween and Mental Health Awareness and we have prepared a number of activities for the ELT classroom, including a spine-chilling listening and writing activity about a horror movie, an intriguing speaking activity about Halloween characters, a fun speaking and listening activity for the youngest learners, and a thought-provoking text about mental health! Check the activities out now and try them out in your ELT classroom!

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2018 October Cambridge English Teacher Activities - Nº 49

  1. 1. October – Halloween This month we are celebrating Halloween and Mental Health Awareness and we have prepared a number of activities for the ELT classroom, including a spine-chilling listening and writing activity about a horror movie, an intriguing speaking activity about Halloween characters, a fun speaking and listening activity for the youngest learners, and a thought- provoking text about mental health! Check the activities out now and try them out in your ELT classroom! 1. Mental Health Awareness Week – Open cloze...........................................................................2 2. The Others – Write your story........................................................................................................4 3. Halloween – Tell me about.............................................................................................................5 4. Halloween – Find the differences..................................................................................................6 5. References........................................................................................................................................7
  2. 2. 1. Mental Health Awareness Week – Open cloze Level: B2/C1 Skills: speaking, use of English Interaction: individual activity, pair work (weaker groups), whole class activity Time: 30 minutes Warm up (15’) – whole class activity  What are the main mental health problems nowadays?  What are the main causes of mental health problems?  What can we do to solve these problems? Open cloze (10’) – individual/pair work For questions 1-8, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning. It’s mental health awareness week, 2018. And that’s good. It’s important (0) _to_ know about something that affects literally everyone, and that (1) ______ quarter of the population regularly struggle (2) ______. It’s weird that some people seem unaware when you put it in those terms, but that does seem to be the case. Perhaps the term is a bit misleading, or not specific enough. It’s not exactly mental health that people need to be made aware (3) ______, so much as the fact that mental health can, and regularly does, go wrong. And when someone’s mental health (4) ______ falter or fail, they should receive the same concern and help that someone with a more obvious “physical” ailment should get, not scorn and stigma, as so often happens. This is where awareness helps. If you end (5) ______ with depression, anxiety, OCD or any other condition, it can be hugely debilitating, often consuming your daily existence. Having someone, be they a family member or total stranger, dismiss it outright or accuse you (6) ______ “faking it” or similar can only make it worse, compounding the problem. This is how awareness campaigns can be beneficial. Just like how increased exposure to people of different ethnicities or backgrounds has (7) ______ shown to reduce feelings of prejudice and suspicion, so increased exposure to, or discussions about, mental health problems and what they mean for those who deal with them can enhance the understanding, or even just the patience, of those who don’t have to. Nevertheless, raising awareness is just the start of the process, not the end. There’s a lot of work that (8) ______ doing here. And that’s something we should all bear in mind.
  3. 3. Key 1. A 2. WITH 3. OF 4. DOES/ MAY/ MIGHT 5. UP 6. OF 7. BEEN 8. NEEDS
  4. 4. 2. The Others – Write your story Level: B1/B2 Skills: speaking, listening, writing Interaction: whole class activity, group activity Pre-teaching: how to write a story (linkers, structure, adjectives, adverbs) Time: 60 minutes Warm up! (10’) – whole class activity  Do you like horror movies?  What is the last horror movie you watched?  Have you ever seen “The Others”? Do you know what it is about? Watch the trailer (5’) https://www.youtube.com/watch?v=C7pKqaPtMiA Follow up (10’) – whole class activity  What is the film about?  Who are the main characters?  Where does the film take place? Work in groups of 3 (25’) Students are asked to work together and write a story about the film and what happens at the end (100/150 w). Work in groups of 3 (10’) Students are asked to swap stories and find 5 aspects to improve (mistakes, more adjectives, paragraphs…) Students should hand in their stories for correction
  5. 5. 3. Halloween – Tell me about Level: A2 (Key/Flyers) Skills: speaking/speaking, writing Interaction: whole class activity Time: 10 minutes – at the beginning or at the end of the lesson Tell me about yourselves (10’) Speaking (if students are not wearing a costume) 1. Students are given 5 minutes to think what Halloween character they want to be and come up with four sentences about it. 2. In turns, each student will say his/her sentence and the rest of the students have to guess what Halloween character the student is. Writing and speaking (if students are wearing a costume). 1. Students are given five minutes to write four sentences about their Halloween character on a piece of paper. 2. The teacher collects all the pieces of paper and will ask students at random to read the pieces of paper. 3. One student at a time will read one of the pieces of paper aloud and the rest of the class has to guess who wrote it.
  6. 6. 4. Halloween – Find the differences Level: Starters/Movers Skills: speaking/listening Content: Halloween vocabulary Interaction: whole class activity Pre-teaching: differences (but), adjectives, prepositions Time: 10 minutes – at the beginning or at the end of the lesson Starters – whole class activity 1. The teacher displays one of the pictures on the screen so that all students can see it. 2. Students stand in a line facing the screen. 3. The teacher/one student at a time says a sentence about the picture. If the sentence is true, students have to move to the right but if it is false, they should move to the left. Movers – whole class activity 1. Students are divided into two groups e.g. Pumpkins vs. Ghosts. 2. Each group has to speak about one picture (Picture A, Picture B). 3. Pumpkins say a sentence about picture A and Ghosts have to listen and say how their picture is different. 4. Each time the group (all students should participate) produces a correct sentence, they get a point. 5. If they make a mistake (grammar, vocab, content). The other team then has one chance to correct the sentence and win the other team’s point. 6. The team who gets the most points by the end wins.
  7. 7. 7 5. References Burnett, D. (2018). Mental health: awareness is great, but action is essential. The Guardian, [online]. Available at: https://www.theguardian.com/science/brain- flapping/2018/may/15/mental-health-awareness-is-great-but-action-is-essential [Accessed 10 Oct. 2018] The Others. (2001). [film] USA: Alejandro Amenábar

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