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Tips For Tired Teachers Web


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Tips For Tired Teachers Web

  2. 2. <ul><li>Tired Teachers? </li></ul>DEFINITIONS
  3. 3. <ul><li>Drilling activities </li></ul><ul><li>A drill is a set of sentences containing a new structure for the students to repeat. </li></ul><ul><ul><li>Choral drill: the entire class repeats the sentences in unison.   </li></ul></ul><ul><ul><li>Individual drill: The teacher selects students to repeat a sentence individually. </li></ul></ul><ul><ul><li>Substitution drill: The teacher varies the drill with cue words. </li></ul></ul>DEFINITIONS
  4. 4. <ul><li>Drilling activities </li></ul>DEFINITIONS Example (during a presentation of object pronouns): Teacher: My brother. Students: I gave the book to him . Teacher: My mother. Students: I gave the book to her . Teacher: Children. Students: I gave the book to them .
  5. 5. <ul><li>All the activities we’ve designed deal with WRITTEN and ORAL production </li></ul>
  7. 7. <ul><li>Age group  young learners, teens, adults </li></ul><ul><li>Level  beginners, pre-intermediate, etc. </li></ul><ul><li>Purpose </li></ul><ul><ul><ul><li>Linguistic </li></ul></ul></ul><ul><ul><ul><li>Non-linguistic </li></ul></ul></ul><ul><li>Skill: speaking, writing, listening, reading </li></ul><ul><li>Time </li></ul><ul><li>Materials </li></ul><ul><li>Class organization </li></ul><ul><ul><ul><li>Individual work </li></ul></ul></ul><ul><ul><ul><li>Pair work </li></ul></ul></ul><ul><ul><ul><li>Group work </li></ul></ul></ul><ul><ul><ul><li>Whole class </li></ul></ul></ul>
  8. 8. GROUPING M & M Time!
  9. 9. <ul><li>Date of birth (before / after July) </li></ul><ul><li>Boys and girls </li></ul><ul><li>First letter of name </li></ul><ul><li>Hair length </li></ul><ul><li>Shoe Colour </li></ul>GROUPING
  10. 10. <ul><li>Three volunteers: </li></ul><ul><ul><li>Take an object out of the bag </li></ul></ul><ul><ul><li>Create a sentence based on what you did yesterday </li></ul></ul><ul><ul><li>Write the sentence on the board </li></ul></ul>4-LETTER WORDS
  11. 11. 4-LETTER WORDS <ul><li>Age group : all </li></ul><ul><li>Level : all </li></ul><ul><li>Purpose </li></ul><ul><ul><ul><li>Linguistic: Word recognition and/or sentence making </li></ul></ul></ul><ul><ul><ul><li>Non-linguistic: fun, competition </li></ul></ul></ul><ul><li>Skill : speaking / writing </li></ul><ul><li>Time : 10 minutes max </li></ul><ul><li>Materials : bag with 4-letter objects </li></ul><ul><li>Class organization </li></ul><ul><ul><ul><li>Individual work </li></ul></ul></ul><ul><ul><ul><li>Pair work </li></ul></ul></ul><ul><ul><ul><li>Group work </li></ul></ul></ul><ul><ul><ul><li>Whole class </li></ul></ul></ul>
  12. 12. <ul><li>VARIATION 1 </li></ul><ul><li>Very young learners or beginners. </li></ul><ul><li>Student touches an object inside the bag and says the name of the object. </li></ul><ul><li>Student touches an object inside the bag, the rest of the class has to ask “Is it + adjective” questions to guess the object. To make it simpler teacher may narrow down the object to “Classroom objects”, “Bedroom objects”, etc. </li></ul>4-LETTER WORDS
  13. 13. <ul><li>VARIATION 2 </li></ul><ul><li>1 bag per group  the group has to write a sample routine mentioning the objects they find in the bag. Group that finishes first wins. </li></ul><ul><li>! Adapt the activity to the linguistic purpose you want to tackle. </li></ul>4-LETTER WORDS
  14. 14. <ul><li>VARIATION 3 </li></ul><ul><li>Pair work: each group is divided into pairs. </li></ul><ul><li>The pairs take turns to take objects out of the bag  1 student takes an object out of the bag; the other one has to create the sentence. </li></ul><ul><li>Once finished, the next pair comes until there are no more pairs left in that group. Just then, the next group comes. </li></ul><ul><li>The group that created the sentences in less time is the winner. </li></ul>4-LETTER WORDS
  15. 15. <ul><li>VARIATION 4 </li></ul><ul><li>1 student touches an object inside the bag and creates a sentence saying it out loud, but leaving a blank where the object goes. </li></ul><ul><li>E.g. I went to the kitchen and got a ______ to eat the salad. </li></ul><ul><li>The rest of the students have to guess the object. Student that guesses the object is next. </li></ul>4-LETTER WORDS
  16. 16. <ul><li>1. Take a word out of the bag to start the story named “A day I will never forget”. </li></ul><ul><li>2. The rest will continue the story using the words they get from the bag. </li></ul>THE BAG STORY SAMPLE GROUP  One more M&M
  17. 17. <ul><li>Age group : all </li></ul><ul><li>Level : all </li></ul><ul><li>Purpose </li></ul><ul><ul><ul><li>Linguistic: tenses </li></ul></ul></ul><ul><ul><ul><li>Non-linguistic: creating a collaborative story </li></ul></ul></ul><ul><li>Skill : writing/speaking </li></ul><ul><li>Time : 40 minutes max </li></ul><ul><li>Materials : bag with slips of paper with words on them </li></ul><ul><li>Class organization </li></ul><ul><ul><ul><li>Group work </li></ul></ul></ul><ul><ul><ul><li>Whole class </li></ul></ul></ul>THE BAG STORY
  18. 18. <ul><li>VARIATION 1 </li></ul><ul><li>Very young learners or beginners. </li></ul><ul><li>Teacher reads a story using very simple language. </li></ul><ul><li>Once finished, students get one slip containing a verb from the story. </li></ul><ul><li>Students have to mime the action. </li></ul>THE BAG STORY
  19. 19. <ul><li>VARIATION 2 </li></ul><ul><li>Use slips with only one type of word: verbs, adjectives, nouns, etc. </li></ul>THE BAG STORY
  20. 20. <ul><li>VARIATION 3 </li></ul><ul><li>Combine types of words: verb – adjective, linker – noun, etc. </li></ul>THE BAG STORY
  21. 21. <ul><li>VARIATION 4 </li></ul><ul><li>As students read the story, teacher records it. The recording may be used for dictation purposes, error analysis, etc. </li></ul>THE BAG STORY
  22. 22. <ul><li>STEP 1: All groups will come up with a title for a movie and write it on a sheet of paper </li></ul><ul><li> 1 MINUTE </li></ul><ul><li>STEP 2: All groups hand the sheet to the group on their right. </li></ul><ul><li>STEP 3: All groups read the name of the movie they have received and write a blurb for it (mention character names, place and time) </li></ul><ul><li> 3 MINUTES </li></ul><ul><li>STEP 4: All groups hand the sheet to the group on their right. </li></ul>COLLABORATIVE STORIES
  23. 23. <ul><li>STEP 5: All groups write about the setting of the movie to describe what the audience would see during the first minute  4 MINUTES </li></ul><ul><li>STEP 6: All groups hand the sheet to the group on their right (i.e. the original group) </li></ul><ul><li>STEP 7: All groups have to write the first ten exchanges of the movie (A: ... B: ...) taking into account the heading, blurb and setting of the movie  4 MINUTES </li></ul><ul><li>STEP 8: All groups read the final version aloud. </li></ul>COLLABORATIVE STORIES
  24. 24. <ul><li>Age group : all </li></ul><ul><li>Level : Intermediate / advanced </li></ul><ul><li>Purpose </li></ul><ul><ul><ul><li>Linguistic: paragraph organization, topic vs. supporting sentences </li></ul></ul></ul><ul><ul><ul><li>Non-linguistic: creating a collaborative story </li></ul></ul></ul><ul><li>Skill : writing </li></ul><ul><li>Time : 40 minutes max </li></ul><ul><li>Materials : pen and paper </li></ul><ul><li>Class organization </li></ul><ul><ul><ul><li>Group work </li></ul></ul></ul><ul><ul><ul><li>Whole class </li></ul></ul></ul>COLLABORATIVE STORIES
  25. 25. <ul><li>VARIATION 1 </li></ul><ul><li>Together with the name of the story, the group creates a brief description of what the movie would be about. At the end of the activity, they compare their original idea with the final version. </li></ul>COLLABORATIVE STORIES
  26. 26. <ul><li>VARIATION 2 </li></ul><ul><li>Create a poster for the movie. </li></ul>COLLABORATIVE STORIES
  27. 27. <ul><li>VARIATION 3 </li></ul><ul><li>Film the first minute of the movie. Show it to the rest of the class. Carry out an Oscar Ceremony to choose: best movie, best performance, etc. </li></ul>COLLABORATIVE STORIES
  28. 28. <ul><li>FIVE-MINUTE ACTIVITY </li></ul>TIME-FILLER What I’ve learned from movies… “ Once applied, lipstick never rubs off – even while scuba diving.” “ All bombs are fitted with electronic timing devices with large red numbers so you know exactly when they are going to go off.” “ All beds have special L-shaped sheets that reach armpit level on a woman, but only to waste level on the man lying beside her.”
  29. 29. COMIC STRIP <ul><li>Gap-filling </li></ul><ul><li>A way of working with drama </li></ul><ul><li>Fully gradable – all levels </li></ul><ul><li>Fun </li></ul><ul><li>Creative </li></ul>IDEAS FOR WRITING
  30. 30. <ul><li>From “Play games with English” </li></ul>COMIC STRIP IDEAS FOR WRITING
  31. 31. <ul><li>From “Play games with English” </li></ul>COMIC STRIP IDEAS FOR WRITING
  33. 34. VAN GOGH “ LETTO’S ROOM”
  34. 35. SOUND STORY 1 2 3 4 5 Share your creations! IDEAS FOR WRITING
  35. 36. SOME OTHER ACTIVITIES <ul><li>Be a movie critic </li></ul><ul><li>Drug Abuse Awareness Poster </li></ul><ul><li>Limericks </li></ul><ul><li>List poems </li></ul><ul><li>Collaborative poems </li></ul><ul><li>Brain Advertisement </li></ul>IDEAS FOR WRITING
  36. 37. SOME OTHER ACTIVITIES <ul><li>Autobiography of a mosquito </li></ul><ul><li>Use of homophones = What’s the priest’s fun? What’s the biggest part of an elephant? </li></ul><ul><li>Jumble story </li></ul><ul><li>Confess a secret </li></ul>IDEAS FOR WRITING