Games_in_the_ESL_Class_(Over_100_Games)-1.doc

8/14/2019 Games_in_the_ESL_Class_(Over_100_Games)-1.doc

http://slidepdf.com/reader/full/gamesintheeslclassover100games-1doc 1/97

Games for the ESL Students

LET’S HAVE FUN



Content

Games in the ESL Class Pg.

!ntrodu"tion Pg. # $%hat are Games& Pg. 'e"iding %hi"h Game to Use Pg. $

The Ad(antages of Games Pg. $ # )Find Someone %ho... Pg. *%hen to Use Games Pg. * # +,

Using Games in Tea"hing English to -oung Learners Pg. ++

Ho to Choose a Game Pg. ++Hints and Suggestions Pg. ++The /0agi" 0at"h1o2/ Game Pg. ++ # +3

Language Learning Games4 Pg. +5

Got"ha 6 the S7elling 8ffi"e Got"ha Pg. +59e"urrent Pi"tures Pg. +5 # +:The S7elling 8ffi"er Pg. +;

Si2 Games for the ESL Classroom Pg. +

%h< Use Games Pg. +Some Ad(i"e Pg. +Game +4 %his7er Cir"les Pg. +Game 34 0at"h and Cat"h the 9iddle Pg. +$

Game 54 Cra=< Stor< Pg. +)Game :4 0issing Headlines Pg. +)Game ;4 Find the 'ifferen"es Pg. +)Game 4 The Se"ret Code Pg. +*Con"lusion Pg. +*

Games and A"ti(ities for the English as aSe"ond Language Classroom Pg. 3,

Cat"hing u7 on <our A>C?s Pg. 3,Se"ret Code @'ifferent Version Pg. 3,

Cra=< Stor< !! Pg. 3+Classroom 9ules4 0ust and 0ustn?t Pg. 3+'igital Camera S"a(enger Hunt Pg. 33Ta1oo Pg. 33>ee7 Game Pg. 35%ords >eginning ith a Gi(en Letter Pg. 35

2

http://c/Documents%20and%20Settings/Ana/Local%20Settings/Temp/Games_in_the_ESL_Class_(Over_100_Games).doc










































































Content

The Game of Truth Pg. :)!n(itation to an Annual 'inner Pg. :)0o(ie 9e(ie Pg. :*Stor< telling 6 0emor< Game Pg. :*Tea"her Pg. :*

0ini Pla<s Pg. ;,A"ti(e >rainstorming Pg. ;+A Variation on >ingo Pg. ;3The 0iming Game Pg. ;3>ingo Ada7ted Pg. ;5Find Someone %ho... Pg. ;5The Al7ha1et game Pg. ;:Asso"iations Using the Su1un"ti(e 0ood Pg. ;:0aBing %ords from Letters in a Long %ord Pg. ;:>etting I A"tion Pg. ;;The >rag Game Pg. ;;

Adding to the Stor<4 8HPs in the "lassroom Pg. ;Grou7 'ialogue Pg. ;Present Continuous Videos Pg. ;$Tent< uestions Pg. ;$Essa< Planning 0ade Eas< Pg. ;)The Grandfather Pg. ;*0ines Pg. ;*Name the Pla"e Pg. ,Sto7 Pg. +Ver1 9e(ie Game Pg. +Create -our 8n Similes Pg. 3

Finding the 1est 7erson for the o1 Pg. 3Village Fair Pg. 5%riting on Shirts Pg. 5Ad(i"e Pg. 5 # :Animals for a 'a< Pg. ; # AnimalsJ 8ur Friends Pg. $ # )0<ster< 81e"t Pg. *9ole Pla<4 The E2"lusi(e Pi"ture Pg. $, #>a"Bground4 Pg. $, # $+3, True or False !tems Pg. $+%ord Gra1 ith Songs Pg. $3

!s -our Con(ersation St<le Feminine or 0as"uline& Pg. $3 # $5A Con(ersation !dea # 9ate the A77aratus Pg. $: # $;A Con(ersation !dea # Ho 'o -ou Dill Time& Pg. $; # $Tell me a1out m<self Pg. $$Peo7le %ho... Pg. $$ # $)

4



Content

FL- S%AT Pg. $*Po7 Pg. ),Career Letters Pg. ),Learning 0onths of the -ear Pg. )+

Personal Sur(e< Pg. )30< Ton Pg. )5Class 0i2er Pg. ):Add a %ord Pg. ):Time !ndi"ators Pg. );Fli7 a Card Pg. )>ingo @%ith irregular (er1s Pg. )$/eo7ard</ Pg. )$ # ))Ad(er1ial Charades Pg. ))%ho am !&& Pg. ))Guess the 81e"t Pg. ))

/Ti" Ta" Toe/ or /Noughts and Crosses/ Pg. )*uestion and Anser Game A"ti(it< Pg. )*Dim?s Game on Video Pg. *,Video S"a(enger Hunt Pg. *+Con"entration Using an 8(erhead Proe"tor Pg. *3Pro(e it Pg. *3%hat?s the %ord& Pg. *5Tent< uestions Pg. *5Simon Sa<s Pg. *5%his7ering Game Pg. *5Hangman Pg. *:

A Fun 9eading ui= Game Pg. *;

!ntrodu"tion Pg. *;Pro"edure Pg. *; # *Con"lusion Pg. *$

5



Games in the ESL Class

One useful strategy to encourage language acquisition is using language games. When usinggames in the classroom, it is beneficial for teachers to have a complete understanding of thedefinitions of games, which usually are defined as a form of play concerning rules, competition,and an element of fun. Teachers should also consider the advantages of games: the ability tocapture students' attention; lower students' stress; and give students the chance for real

communication. astly teachers need to assess how to use games appropriately in the classroom.!t is important to choose an appropriate time and integrate them into the regular syllabus andcurriculum. "owever, because of the limitations of the syllabus, games often cannot be used, asmuch as they should be. Therefore, it may be challenging for teachers to try to add some games inclass in order to develop students' #nglish proficiency of the target language.

!ntrodu"tion

$ome teachers thin% that language games are a waste of time and prefer not to use them inclassroom since games sometimes have been considered only for its one element that is fun. !nfact, games can provide #& and #$ students more than that. mong several strategies used to

improve students' proficiency such as visual aids, ( )(omputer ssisted anguage earning*,drama, role+play, and so on, games are another useful strategy to promote students' languageproficiency. This paper aims to give a clear understanding of what games are and why and howgames are used in the classroom.

%hat are Games&

anguage games are not activities mainly aimed to brea% the ice between students or to %ill time.yrne )-/* gave the definition to games as a form of play governed by rules. They should been0oyed and fun. They are not 0ust a diversion, a brea% from routine activities, but a way of gettingthe learner to use the language in the course of the game. $imilarly, 1ill "adfield )-2* defined

games as 3an activity with rules, a goal and an element of fun.3

Therefore, games involve many factors: rules, competition, rela4ation, and learning, in particular.The main focus of using game in class is to help students learn and have fun. "owever, to usegames in classrooms, it is equally important that before playing the rules of the games are clearlye4plained and well understood by the students. There should be only a few, well+e4plained rules.5emonstrations also can be very helpful because it can help students understand the game andhelp them follow the rules. Otherwise, they will misunderstand the purpose of the game and theymay not get the benefits they should from the game. &or e4ample, if students do not understandthe rules of the games called 35ictation 6ame3 and 0ust write without following the instructions,then it is 0ust an e4ercise in copying, and it doesn't help students with accuracy, pronunciation, or

spelling at all.

6









!n playing games, competition is very important because it can stimulate and encourage studentsto participate in the activity since naturally they want to beat the other teams. s it happens, in thedictation game students run as fast as possible, remember as much as they can and spea% asloudly and clearly as they can. They run quic%ly bac% and forth, trying to memori7e the content asmuch as possible. While playing, students have fun, rela4, e4ercise, and tease their friends. partfrom having fun, students learn at the same time. They acquire new vocabulary along with its

spelling and pronunciation. $tudents begin to reali7e that they have to spea% or pronounce thewords clearly if they want others to understand what they are saying.

'e"iding %hi"h Game to Use

There are a great number of language games. $o teachers have a variety of choices. "owever, indeciding which game to use in a particular class and which games will be most appropriate andmost successful with their students, teachers must ta%e many factors into account.

Teachers should first consider t he level of the game to fit their students' language level. Theyshould choose the game that fits the purposes of that class or the content. 8oreover, teachers

should consider students' characteristics: whether they are old or young, serious+minded or light+hearted, and highly motivated to learn or not. They should also consider when the game should beused because there is a big difference between using the game in the morning or in the afternoon,on 8onday or &riday.

!n addition to the factors mentioned, teachers should also be able to play and overact sometimesto help students feel comfortable and want to 0oin the activity. This means teachers shouldthoroughly understand the game and its nature and be able to lead the game.

!t is quite difficult to find a game that meets all of the teachers' requirements. $ome games must beadapted in order to fit students' language level, natures, and characteristics. The most important

factor is that games should be used when they can give students both fun and educationalmeaning otherwise they will be a waste of time.

The Ad(antages of Games

#ven though games are often associated with fun, we should not lose sight of their pedagogicalvalues, particularly in second language teaching. 6ames are effective because they providemotivation, lower students' stress, and give them the opportunity for real communication.

The main reason why games are considered effective learning aids is that 3they spur motivationand students get very absorbed in the competitive aspects of the games; moreover, they try harder

at games than in other courses3. 9aturally when playing games, students are trying to win or tobeat other teams for themselves or on the behalf of their team. They are so competitive whileplaying because they want to have a turn to play, to score points and to win. !n the class, studentswill definitely participate in the activities. Therefore, it is possible for a teacher to introduce students

7







to new ideas, grammar, and %nowledge and so on. s in the dictation game, students are socompetitive that they want to finish first and win. !t can be clearly seen that games can capture

$tudents' attention and participation. They can motivate students to want to learn more. 8oreover,they can transform a boring class into a challenging one.

nother reason why games are often used in language classes is that they lower students' stressin the classroom. !n conventional classrooms, there is a lot of stress put on students trying to

master the target language. It was once said that”:

3...Stress is a major hindrance in language learning process. This process [Learning language intraditional way is by its nature time consuming and stress provoking... ... raise the stress level to a

point at which it intereres with student attention and eiciency and undermines motivation. ..... onemethod has been developed to make students orget that they are in class ....rela! students byengaging them in stress"reducing task #games*.3

There is a high level of stress in the classroom because students have to face unfamiliar orun%nown grammatical structures, words, te4ts and so forth. Therefore, students often feeluncomfortable and insecure in class, which inevitably affects their ability to learn. s a result,

games can help lower their an4iety, ma%e them feel comfortable, and want to learn more. !t isbelieved that when students play games, they rela4 and have fun. $ince students %now that theyare playing games and want to communicate efficiently t hey do not worry about ma%ing mista%esand do not try to correct them in every single sentence. When students are free from worry andstress, they can improve their fluency and natural spea%ing styles.

9e4t, students learn without reali7ing that they are learning. &or instance, when playing a gamecalled 3What Would ou 5o !f<3 students will have to pic% one hypothetical question from thosethat they have written in a bo4. They might get a question li%e 3What would you do if a lion cameinto this classroom<3 9e4t they have to pic% one answer that they have written before. The answerthey get may be 3! would be a fly.3 =sually the question and the answer they get do not match each

other, so students have to use their own imaginations to e4plain their bi7arre answer, andeveryone has fun listening to it. The e4planation might be 3!f a lion came into this classroom, !would be a fly because ! am a good person, so an angel would come and rescue me by turning meinto a fly.3 While trying to e4plain, students do not worry too much about grammar mista%esbecause they want to communicate and to e4plain why it can happen. part from having fun,students do not worry about errors and punishment; moreover, they will learn a grammatical ruleand have a chance to use it. Thus, they learn unconsciously+learn without reali7ing they arelearning. $tudents stop thin%ing about language and begin using it in a spontaneous and naturalmanner within the classroom.

nother advantage is increasing students' proficiency. >laying games in the classroom can

enormously increase students' ability in using language because students have a chance to uselanguage with a purpose in the situations provided. "adfield )-2* confirms that games provideas much concentrated practice as a traditional drill and more importantly, they provide anopportunity for real communication, albeit within artificially defined limits, and thus constitute abridge between classroom and the real word.? i%e in a traditional classroom, students have anopportunity to drill and practice using grammatical rules and other functions. &or e4ample, loo% atthe 3&ind $omeone Who3 game in which students have to as% classmate s the questions impliedby the chart such as: 3(an you swim<3 35o you have a pet<3 etc.

8





"owever, even though games sometimes do not wor% since student have different learning stylesand preferences, and some other factors such as being used in an inappropriate time, the natureof games themselves, and even the nature of teachers, it is still worth trying to us e them in classbecause they offer several good advantages to students. anguage games used in the classroomare very effective and supportive activities in contributing to students' language s%ills andproficiency. =nfortunately, because of limitations of time and curriculum, teachers normally have tocover all the content and materials, which students will be tested on, and it is not always easy toincorporate games into the class.

9evertheless, it can be seen that games are very useful and can be used to develop students'language learning and also provide the students an opportunity to practice communication.Therefore, it is recommended that teachers try some games that may be useful to their students inorder to enhance students' proficiency and help them meet their goals, and at least to try newthings in teaching.

10



Using Games in Tea"hing English to -oung Learners

!. Ho to Choose a Game

$tudents may wish to play games purely for fun. Teachers, however, need more convincing

reasons. 'Teachers need to consider which games to use, when to use them, how to lin% them upwith the syllabus, te4tboo% or program and how, more specifically, different games will benefitstudents in different ways. 'The %ey to a successful language game is that the rules are clear, theultimate goal is well defined and the game must be fun.

elow are some questions which we might consider as we choose a game:

• Which language does the game target<• Which s%ills does it practice< The language s%ill focus could be any one of the ma0or s%ills

of listening, spea%ing, reading or writing.• What type of game is it<•

What's the purpose for using it<• 5oes it fit the students< "ow could ! simplify or ma%e it more comple4 if necessary< 8any

games require modification in use when the students' needs are ta%en into consideration.• "ow much interaction and participation is there< 8a4imum involvement is something we are

pursuing.• 5o ! li%e the game myself<

!!. Hints and Suggestions

• When giving instructions to beginners, a few words in the mother tongue would be thequic%est way to ma%e everything clear. 8ore #nglish e4posure is needed at a later stage.

• 6ames are best set up by demonstration rather than by lengthy e4planation.• !t is very important not to play a game for too long. $tudents will begin to lose interest. !t is

best to stop a game at its pea%.

!!!. The /0agi" 0at"h1o2/ Game

This is a guessing game played by teams to practice numbers.• E27onent: $ow many% There are& • Additional 1enefits4 genuine communication; hidden drilling; teamwor%• Language needed4 numbers - to --• Time4 -2 to -/ minutes• 0aterial4 - matchbo4; -- toothpic%s per person

(onCt

11











• Pre7aration -. The teacher challenges the students to count the -- toothpic%s in hisAher hand. To

model the game, the teacher then puts some into the matchbo4, sha%es it and as%sthe students to guess how many are inside.

D. The teacher e4plains how to play the game in the studentCs native language ifnecessary.

E. The teacher divides the class into two teams, giving each team an #nglish name, e.g.the Foosters and the 8on%eys. Then the teacher writes the team names on the

board for scoring during the game.G. !f the class has a large number of students, this is one way to get smaller teams.

(hoose -2 players from each team by chanting together a 'choosing rhyme' such asthe following:

One, two, three, four, O+=+T, O=TH )The student chosen is the one you are pointing at on the word O=TH*

/. #ach player secretly puts no more than -- toothpic%s into hisAher matchbo4.• 'uring the Game

-. The first player from the Foosters stands up, sha%es the matchbo4 in hisAher hand."isAher team members shout together '"ow many<' The 8on%eys then give the

answer by replying 'There areICD. !f the guess is the correct number, the 8on%eys wins a point. !f not, the Foosters get

the point.E. Then switch roles. This time the 8on%eys as% and the Foosters guess.G. The game continues until all the players get a turn./. The teacher %eeps a record of the points on the board. The team with the most points

wins.

12



Language Learning Games4 Got"ha 6 the S7elling 8ffi"er

Got"ha

ou have been a teacher for some time and you can tell nn from 8ary but... do you really %nowyour students< 6etting to %now your students is as important as getting them to wor%. "ereCs yourchance to do both things at the same time in a new and challenging way, thus supplementing the

'!ntroduce ourself ' session or doing without it altogetherH $tudents draw pictures and write aboutthemselves while you play the shrin% for a day or two.

word of warning before we go on: the activity is roughly connected to some pro0ection testspsychologists give their patients to find out what is going on in the lettersJ minds at any given time.ou do not have to be an e4pert to do the activity and en0oy it. "owever, as deep feelings and oddsituations are occasionally revealed )once ! learned that one of my students was a drug user*, youare e4pected to %eep your findings for yourself andAor refer them to a professional. The activity,though, is usually fun, as it gives the students and yourself a brea% from routine. ouCll certainly besurprised to see the great number of first+class artists sitting in front of you.

%hat To 'o4

• Tell students that for a few minutes they are to draw whatever thingAs come to their mindson a clean white sheet of paper. They had better not %now what your intentions are:otherwise some will cheat. To their eyes, the whole thing should appear as an ordinaryclass activity. llow K+-2 minutes for this stage, but don't tell them. 1ust say 'stopH' whentime is up )when you see most of the students have produced quite a few things.* gain,this is to ensure that students let their minds +and their pencils+ fly as freely as possible.

• 5ictate or write on the blac%board the following questions )to be written down and answeredon a separate piece of paper.*

o a* What have you drawn<

o b* Why have you drawn that< 'ecause you as%ed me to' is not a valid answerHo c* Write a story about that personAplaceAanimalAthing or whatever it is. !f you have not

drawn anything, write a short composition on a topic of your choice. !n either case,use about )2* words.

• (ollect the studentsJ output and, if there is still time, briefly show them to the class.• oo% at the pictures and mar% the compositions in the usual way. 9ow for the most

interesting of all: the interpretation of the studentsJ wor%s )to be done privately, while youmar% them.* Trust your intuition and good senses. The following is a very rough guideindeed.

• $ome of the pictures may not be clear; the answers to questions b* and c* help to refineyour analysis.

• $ome students do not pay any attention to the activity. Watch themH They may betroublesome, or perhaps they are begging for a change in your methodology. 5o ma%e afew changes if there are many of these.

13







• few students draw nothing at all. Their self+esteem andAor their concentration powers areoften too low. Try motivating them. Fead their compositions anyway and wor% out why theychose that particular topic. >ay attention to what they say and do. + number of students

0ust copy their neighborCs pictures. They are probably la7y or unimaginative. Wa%e them upHOr perhaps they are simply chee%y. !f so, let them %now thereCs no %idding with youH

• There might be a group who rub their pictures out too often. ou can tell by the mar%s on

the paper. These students find it difficult to ma%e up their minds or either they are ratherperfectionist. oth e4tremes can cause problems, in class and in life.

9e"urrent Pi"tures

• $ome students draw their teacher, their classmates or any ob0ect they have in front of themat the time. These are often the ones who do not wor% hard enough. They find the quic%estand easiest way to do things and do not want to be bothered with details or hear aboutma%ing efforts.

• "obbies )music, computer science, sport* and personal situations )love, people the studentsadmire, pets, characters from boo%s or the T@, favorite places* appear often. 8a%e thesethe topics of your following lessonsH

• few students show deep feelings )family life, religion or school* >ay attention to thesephilosophers. TheyCll give you a lot to thin% aboutH

s you will have understood, this is not a final character analysis, although the activity will no doubtenhance communication with your students if you play your cards right and, in any case, studentsdo some writing in a new and original way.

14





The S7elling 8ffi"er

'"ere today, gone tomorrowHC That is often said of street vendors, but it is also true of words andgrammar: whatever we teach will be forgotten unless we do some revision from time to time. Thisincludes simple things, such as the alphabet or basic vocabulary. "ereCs a simple activity to reviseboth.

$tart by writing the alphabet from to L on the blac%board and as% students to read the letters in

order a couple of times. Then do the following:

(hoose a student to act as the 3$pelling Officer3. This student will read out the letters according tothe list below. These are not in order but, conveniently arranged, they form a word. (hec% that thestudents have got the letters right, give them the accompanying clues and as% them for the words.When that has been done, as% the class to spell the words correctly. fterwards, practice with newcategories and new words if you wish these can be ob0ects in the classroom, vehicles, drin%s,ad0ectives, toys, insects, adverbs, vegetables, and pieces of furniture. "appy spellingH

> + + ! + = + T flower )T=!>*8 + ! + 1 personCs name )1!8*

+ + + T + O + + O + & sport )&OOT*5 + ! + 9 + ! + country )!95!*9 + 5 + + O + 9 + O big city )O95O9* + = + # + color )=#*

+ 6 + F + ! + O + + n animal )6OF!*# + T + ( + F + + T + ! + " + ( 0ob )F("!T#(T*O + L + O place )LOO*9 + O + # + > + + " + + M + O musical instrument )MO>"O9#*" + + 5 + # part of the body )"#5*9 + # + = + # + N n important person )N=##9*

15





Si2 Games for the ESL Classroom

Well+chosen games are invaluable as they give students a brea% and at the same time allowstudents to practice language s%ills. This paper provides some sample games that can be used inthe language classroom.

%h< Use Games

anguage learning is a hard tas% which can sometimes be frustrating. (onstant effort is required tounderstand, produce and manipulate the target language. Well+chosen games are invaluable asthey give students a brea% and at the same time allow students to practice language s%ills. 6amesare highly motivating since they are amusing and at the same time challenging. &urthermore, theyemploy meaningful and useful language in real conte4ts. They also encourage and increasecooperation.

Some Ad(i"e

• 6ames should be regarded as supplementary activities. The whole syllabus should not be

based on games only ++ even for young learners.• When choosing a game, the teacher should be careful to find an appropriate one for the

class in terms of language and type of participation.• Once the game has begun, the teacher should not interrupt to correct mista%es in language

use.• The teacher should not compel an individual to participate. $ome learners may not want to

participate due to personal reasons. &orcing students to participate usually does not havesuccessful results.

• game which loo%s wonderful on the paper may not wor% in the actual classroom setting. !fit is tiring or boring, it should be stopped.

• 6ive clear instructions. =nless the learners %now what he is e4pected to do and how to do

it, the aim cannot be achieved, and the game cannot be played.

!n order to demonstrate how to use games in the classroom, some e4amples are provided below.

Game +4 %his7er Cir"les

• Aim: $pea%ing )using a whisper*, pronunciation, listening, grammar )it ta%es ...to do ...*• Notes:

-. 5ivide the students into groups of to -2.D. (hoose one leader from each group. 6ive the leaders the card which has the

sentence 3!t ta%es about si4 seconds for something you drin% to reach your stomach.3

s% him to memori7e the sentence, go bac% to his group and whisper what he hasread on the card to the person on his right. #ach person will whisper the sentence tothe ne4t person and the sentence can be said only once. The last person will say thesentence out loud. !f the sentence is the same with the one written on the card, thatgroup wins.

16











Game 34 0at"h and Cat"h the 9iddle

• Aim: Feading silently, reading aloud, pronouncing segmental and supra segmental featurescorrectly, listening selectively, grammar )simple present tense*, linguistic and nonlinguisticreasoning.

• Notes:-. 5ivide the class into two groups: The N=#$T!O9 group and the 9$W#F group.D. 6ive the questions to the first group and the answers to the other group.

E. #ach student in the first group is supposed to read the question he has aloud andwhoever has the answer in the other group reads the answer aloud.

G. !f the question and the answer match, put the students in pairs. !f they don't, continuetill the right answer is found. #ach student can read his part only twice. When allquestions and answers are matched as% the pairs to read the riddle they have 0ust forfun.

Some Suggested 9iddlesUEST!8NS ANS%E9S

What animal is gray and has a trun%< mouse going on vacation

What animal eats and drin%s with its tail< ll do. 9o animal ta%es off its tailwhen eating or drin%ing.

Why do mother %angaroos hate rainy days<ecause then the children have toplay inside.

"ow can you tell the difference between a can of chic%en soupand a can of tomato soup<

Fead the label.

Why is an eye doctor li%e a teacher< They both test the pupils.

Why did the cross+eyed teacher lose his 0ob<

ecause he could not control his

pupils.Why is mayonnaise never ready< ecause it is always dressing.

5o you %now the story about the s%un%< 9ever mind, it stin%s.

!f a papa bull eats three bales of hay and a baby bull eats onebale, how much hay will a mama bull eat<

9othing. There is no such thing as amama bull.

What does an envelope say when you lic% it< 9othing. !t 0ust shuts up.

Why do cows wear bells< ecause their horns don't wor%.

Why shouldn't you believe a person in bed< ecause he is lying.

What is the best way to prevent mil% from turning sour< eave it in the cow.

Why does a dog wag his tail<ecause no one else will wag it for

him.

17





Game 54 Cra=< Stor<

• Aim: Writing, reading aloud, listening, grammar )simple past tense, reported speech*• Notes:

-. >repare sheets of paper with si4 columns which bear the following titles at the top W"O<

)a man's name* W"O8<

)a woman's name* W"#F#< W"T 5!5 "# $< W"T 5!5 $"# $< W"T 5!5 T"# 5O<

D. 5ivide the class into groups of P. 6ive each group one sheet of paper. s% the firststudent to write under the first part and fold the paper so as to cover what he haswritten. Tell the student to pass the paper onto the ne4t person. s each personwrites, he should only loo% at his fold. When all students finish, one student fromeach group will be as%ed to read their story in the following format. ou can write theformat on the blac%board.

............. 8et ............... inAat.............. "e said.............................................. $he said............................................. nd so they..........................................

Game :4 0issing Headlines

• Aim: Feading silently, reading for specific information, spea%ing )discussing in pairs*.• Notes:

-. (ut out news items and their headlines from a newspaper. >aste the news andheadlines on separate sheets of paper. >hotocopy them.

D. s% students to wor% in pairs. 6ive each pair the photocopies of the news andheadlines.

E. s% them to match the headlines with the news items.

Game ;4 Find the 'ifferen"es

• Aim: $pea%ing )describing people and actions*, listening, grammar )there isAare....., sAhehas ......., sAhe is .......ing, sAhe is Q ad0ective*

• Notes:-. &ind or draw two pictures which are the same e4cept for seven features. >hotocopy

them on separate sheets of paper.D. s% students to wor% in pairs. 6ive one copy of each picture to the pairs. The pairsare not supposed to show their copies to each other. >artner 's will describe theircopy and >artner 's will listen carefully and e4amine their own copy to find thedifferences. They can as% questions if they require more detailed information or needany clarification. The pair that finishes first wins the game.

18









Game 4 The Se"ret Code

• Aim: $pelling, guessing by using linguistic clues, reading.• Notes:

-. s% students to wor% individually. 6ive each student a sheet of paper which has thesecret code on it. Tell them to translate it into #nglish.

D. (lue: the first word is 'the'; the most frequently used word in #nglish.E. When they finish, as% them to write a secret message of their own to their friend.

They can use the same symbols. !f they need new symbols, they can create theirown.

Con"lusion

6ames are highly motivating because they are amusing and interesting. They can be used to givepractice in all language s%ills and be used to practice many types of communication. The aim ofthis paper was to demonstrate some sample games. Teachers are encouraged to find other gameswhich are suitable for hisAher students or develop hisAher own.

19









Cra=< Stor<

Le(el4 ny evel

This is an activity that will ma%e your students spea% in class and be creative.

• s% students to write a word on a piece of paper and tell them not to show anyone. Thisword should be a verb )or whatever you'd li%e to review*.

• The teacher starts telling a story, then stops and chooses a student.• That student will continue the story and must use hisAher word. This student then chooses

the ne4t student to continue the story.• The last student must end the story.• fter the story is over, the students then try to guess what words each student has written

on hisAher paper. The student who guesses the most words wins the game.

Classroom 9ules4 0ust and 0ustn?t

Le(el4 #asy to 8edium•

>repare small pieces of paper each with either one thing students must do or one thingstudents must not do.• Tell the students that they are supposed to form sentences that e4plain classroom rules.• 5ivide the class into groups )of G if possible, so that everyone gets a chance to spea%*.• 6ive each group the pieces of paper.

The winning group, the group that finishes first, reads their sentences aloud. )#ach student of thegroup reads one or two sentences depends on si7e of group.*

!t's an easy game and the preparation does not ta%e too much time. ou can ma%e as many rulesas you wish.

'igital Camera S"a(enger Hunt21









Le(el4 #asy to 5ifficult

This game may require students to leave the classroom depending on how you set it up.

8a%e a list of things students must ta%e photos of. Then put your students into teams, each withtheir own camera and have them go out and ta%e the photos. The team that comes bac% first withall the photos is the winner.

$ome ideas for lists are:

• us, ta4i, car, bicycle, etc.• Festaurant, post office, mail bo4, traffic light, etc.• !n the classroom: pencil, pen, eraser, blac%board, etc.• round the school: principal's office, copy machine, cafeteria, etc.

&or further review of vocabulary, have the students loo% at all the photos and identify other thingsthat appear in each photo.

Ta1oo

Le(el4 8edium to 5ifficult

This game is a simplified version of the board game 3Taboo3.

efore class, create several inde4 cards. On each card write one word in a large font with a circlearound it, and underneath write D+G related words in a smaller font. The goal is for students to gettheir teammates to guess the circled word. They can say anything they li%e to try to ma%e themguess, e4cept for the words written on the card.

5ivide the class into groups of two, and write each group on the board to %eep trac% of points.>lace a des% in the front of the room facing the class, so that someone sitting it has their bac% tothe board and can't read it. >lace another des% in front of it, so the teammates are facing eachother.

>ic% a team to go first, and have them choose a card. "ave the teammates decide who will guessand who will tal%. The guesser sits with their bac% to the board. On the board, ma%ing sure theguesser can't see, write the circled word as well as the other taboo words. The tal%er then has totry to ma%e their partner guess the circled word without saying it, or any of the other words. fterthey guess it have another group come up. When all the groups have gone, do it again and havethe teammates switch roles.

8y students really en0oy this game, so much so that they often give the guesser clues even when itis not their teamH !t's a great way for students to practice forming sentences, and it forces them touse words and structures they might otherwise not use.

>ee7 Game

22







Le(el4 #asy to 8edium

(hoose around -2 volunteers to come and stand in a line at the front of the classroom. The firststudent in line must begin counting from -, and each student in turn calls out the ne4t number."owever, every Gth number must be replaced by the word 3beep3 )or bu77 etc.*. &ollowing a3beep3 the ne4t student in line must call out the ne4t number, and not the number that has beenreplaced. &or e4ample, -, D, E, beep, /, P, , beep, etc.

!f a student hesitates too much or ma%es a mista%e heAshe must sit down, so eventually only onestudent remains. Whenever a student sits down, begin from - again. $ee how far you can getH

%ords >eginning ith a Gi(en Letter


The teacher chooses a letter from the alphabet. Then each student must say a word that beginswith that letter. !f a student repeats a word that has already been said, then heAshe is out of thegame. The game ends when only one student remains. That student is the winner. !n high levelclasses students lose if they say a past form of the verb. #4ample: see+saw. ou can increase the

difficulty by adding a timer. Only allow each student / seconds to thin% of a word.

Counting Liar Game

Le(el4 ny evel

This game is similar to the lphabet iar game e4cept it deals with numbers and adding the 3$3sound at the end of plural nouns, all you need is a dec% of cards.

5ivide the students into groups of G to P. 5eal all the cards from the dec% to the students. Theplayer who has the D of $pades begins. This player puts down his D of spades and any other D hehas in his hand &(# 5OW9 in a pile and proceeds to say 3one D3 or 3two D'ssss3 then ne4t playerproceeds to put down his E, then G, then / etc...

et's say the player doesn't have the card he is supposed to put down, for e4ample a E, the playermust try to 3lie3 or fool the other players into thin%ing he has the card so he can play... if otherstudents have any doubt they shout 3liar3 if the player was lying he then pic% up the pile at thecenter of the table. !f the player who is accused of lying was telling the truth it is the player whoaccused him who must pic% up the pile in the center.

ll players 8=$T put down a card when it is their turn, even if they do not have the required card.The game is over when one of the players has no more cards.

! use this game to help practice the 3s3 sound at the end of plural nouns cause most students havea tendency to say 3there are D dog3 rather than 3there are D dogssssss3 this game really helps themessage get through. RRR&or better e4planations see the alphabet liar game. RRR

A"t 8ut an A"ti(it<

23










This is a game+li%e activity to teach continuous tense.

One student simply acts out some activity )e.g. coo%ing* and the other students guess what thatstudent is doing. The student who guesses correctly acts out another activity...

Va"ation Cards


&or this activity you will need a dec% of cards, and an imaginative theme that could be crafted intosome sort of story. &or e4ample, ! choose 3send the teacher on a vacation3. On the board oroverhead pro0ector ma%e a list li%e the following. )ou could as% your student for input.*

• +e4citing• D+depressing• E+e4pensive• G+heroic• /+romantic• P+fantastic• +sad• K+almost fatal• +cheap• -2+dramatic• 1+happy• N+weird• B+change one option

>rompt the students a little to get them started; perhaps offer a beginning to the story. They thenmust continue ma%ing an oral story by drawing one card and continuing the story along those lines.&or e4ample, if they get G, then the teacherAprotagonist must do something heroic or some %ind ofheroic event must occur. !f the students draw a B )or whatever card you stipulate*, then they canchange one option. This seems to help %eep the momentum in the game. (ontinue through allcards, with the stipulation that the story must be concluded by the end of the dec%. Obviously thereis a lot of room for variation here. our word list and theme could be related to your unit of study.

8y students really en0oyed this game; it is most interesting if you personali7e it and insert yourselfor a student )assuming heAshe wouldn't mind*.

Headmaster Game

24








"ave each student ta%e out a piece of paper and their dictionary. Write on the board:

ou are the new headmaster of this school. ou have two years to ma%e this the perfect school.ou can have as much money as you want, but you must spend it all in D years.

• What changes would you ma%e immediately<• What changes must be gradual<• What would you do to ma%e it a better school<• What changes would you ma%e<

e specific. &or e4ample, don't say hire better teachers. ou must say how you would find betterteachers or what %ind of teachers you would hire. lso, remember you must thin% li%e aheadmaster, not li%e a studentH 8a%ing school easy and letting the students do no e4ams orhomewor% will not ma%e parents happyH

6ive the students -/ minutes to wor% alone. Then put them in groups of E+/ with a leader toorgani7e their thoughts. #ach group's leader will give its 3report3 to the other students during thefollowing class period.

!f your students have a small vocabulary you can help them out by listing on the blac%board areasof discussion: teachers, buildings, classrooms, activities, dorms, lunchrooms, curriculum, sports,playground, library, bathrooms, schedules, music, art, etc.

This is a great activity for all ages. We always run out of timeH

Can -ou Find %hat !s 'ifferent&

Le(el4 #asy

s% a volunteer to go out of the classroom. While the student is out of the room, the other studentschange their sweaters, shoes, coats and so on. ring the student who went out of the classroombac% inside. "eAshe has to guess the differences )spea%ing in #nglish, of course.*

Guess the Letter on -our >a"B

Le(el4 #asy

This game is used to practice the alphabet. 5ivide students into groups and as% them to stand inline and give the students in the front of the line a piece of chal% to write on the blac%board. Thenwrite with your finger a letter on the bac% of the students at the end of the line. They must do thesame with the student in front of himAher and so on. The students with the chal% try to guess theletter and write any word that begins with that letter on the board.

Fold#o(er Stories

25









Le(el4 ny evel

This is an old favorite. 6ive each student a sheet of blan% paper. Write the following words on theboard in a vertical line: W"O, W"T, "OW, W"#F#, W"#9, W". #4plain that everyone will bewriting a sentence story. Write an e4ample on the board, e4plain, as%ing for suggestions.

-. Tell them to write someone's name at the top of their paper, i.e., their own, a classmate's,the teacher's, a famous person that everyone %nows; fold the paper over once so no one

can see it, then pass the paper to the person on their right.D. Write on the received paper what the sub0ect did )suggest funny or outrageous actions*, fold

it over and pass it on to the right.E. (ontinue to write one line, how they did it )adverbs*, fold and pass; where+pass; when+pass;

and last of all, why )because...* and pass it one more time.G. "ave the students unfold their stories, and read them silently. "elp anyone who cannot read

what the others wrote, or doesn't understand./. s% one student at a time to read 3their3 story aloud, or turn the stories in for the teacher to

read. &unnyH

'es"ri7tions

Le(el4 8edium• Write down names of every student in your class on pieces of paper.• 6ive the names to students. Try to ma%e two students describe each other.• s% them to describe the person whose name is on the paper.• fter they finish, give the description to the person who is described. "eAshe has to find any

writing mista%es on the paper.• $tudents wor% in pairs to correct the two papers.

Guessing the %ord from a 'raing

Le(el4 ny evel• s% one student to be in front of the class. 6ive himAher a word that can not be seen by

other students.• "eAshe will draw )on the blac%board* a picture e4pressing the concept of the word.• The rest of the class has to guess the word.• !f you are %eeping score, the one who drew the picture gets the point if the class can guess

the word.

9e(ieing Tenses

Le(el4 ny evel

26









>reparation:

• >rint out three sentences )negative, positive, and question* of the tense you want to review.• (ut each sentence into words.

The ctivity:• $tudents wor% in groups.• 6ive each group of studentCs words of a sentence and as% them to ma%e the sentence.• 5raw a table on the board and as% students to tic% sentences at suitable positions, positive,

negative, or question.• s% students to ma%e rules of the tense.

#4ample:• Three $entences:

o ! am a student.o ! am not a student.o re you a student<

• The Fules:o TO # at the present simple

! am a student.o >ositive: $ Q amAisAare Q O.

! am not a student.o 9egative: $ Q amAisAare Q not Q O.

re you a student<o Nuestion: )Nuestions words* Q amA is Aare Q $ Q O<

Find Parts of S7ee"h of %ords in a Senten"e

Le(el4 ny evel•

>repare cards with parts of speech. 6ive these to your students.• Write the sentences on the board.• s% your students to find parts of speech of words in the sentences.• ou can divide the class into teams to ma%e the games more fun.

#4ample: our sentence:! W#9T TO $("OO #$T#F5.

>ronoun verb preposition noun

ThinB Fast

Le(el4 ny evel

game for revision )review*. !t also wor%s well for the last / minutes of class

27







The teacher prepares a list of items for revision e.g. word fields, grammar, facts. !n class heAshee4plains the procedure. Three to five volunteers leave the classroom and wait till their turn hascome. The teacher appoints a student to ta%e the e4act time and another to ta%e down a tic% forevery correct answer. 9o repetitionsH )$et up or negotiate rules on pronunciation.* Then the firstplayer is called in.

• Teacher: ou have D2 second to name as many things as come to your mind.• our topic: >arts of the body A ondon sights A plays by William $ha%espeare A the places in

a town A traffic signs A wee%end shopping+list A etc.• Feady, steady, go

Once all volunteers have done their bit, award a small pri7e )e.g. a stic%er* to the winner of theround. Then as% the class for additions before you pic% the ne4t item. Then pic% the ne4t item.

llow more time )E2 or G2 seconds* for longer answers: What have you done so far today< A Whatdid you do last wee%end< A $chool rules: What do students have to do< What are they not allowedto do< A etc.

!f this game is played in groups, they should be evenly balanced.

Al7ha1et Liar Game

Le(el4 ny evel• Ta%e a pac% of letter cards, mi4ed up. !t is better if it is not a complete alphabet, and there

are some duplicate cards.• 5eal all the cards out to the players• $tudents ta%e it in turns to play cards face down. They must go through the alphabet,

starting from '', playing one card face down and saying the letters in lphabetical order.• #ven if they do not have the card to be played for that turn, they must play any card and

pretend it is the card they said. $ay the sequence has gone , . The ne4t player must playa card and say (, even if he has not got a (.

• !f any player does not believe that someone has played the real card, he can say: 3ou're aliar3 and turns the card over. !f the card has the letter which was said, the challenger pic%sup all the cards. !f it is not, the liar pic%s up all the cards in the pile. The winner is the firstone to finish all their cards.

Sur(i(or S7elling Game

Le(el4 ny evel

=se this activity to review vocabulary:

28







8a%e a list of vocabulary covered in previous lessons. "ave students stand. (all out a vocabularyword. The first student begins by saying the word and giving the first letter, the second student thesecond letter of the word, the third student the third letter, and so on until the word is spelledcorrectly. !f somebody ma%es a mista%e they must sit down and we start from the beginning againuntil the word is spelled correctly. The last student must then pronounce the word correctly andgive a definition in order to stay standing. The student who is left standing is the 3survivor3 andwins the game. ! usually give them some type of pri7e. !f all the students remain standing we havea pi77a party at the end of the wee%.

The students love it and it is a great way to practice vocabularyHHH

%hat?s -our Name&

Le(el4 #asy )Faw beginners*

One student sits in the front of the classroom )usually in the teacher's comfortable chair* with hisbac% to the other students. The teacher then points to students in the class and as%s 3What's yourname<3 The student indicated must respond 38y name isSSSSSSSSSS3 with either his own name orthe name of someone in the class. The student in the front cannot see who is spea%ing. The

teacher says to him, 3!s itSSSSSSSSSSS<3 and he must say 3es, it is3 or 39o, it isn't3. !f the studentin front is correct, he gets to stay there, but if he's mista%en, he changes place with the studentwho fooled him.

To ma%e the game more interesting, the students are encouraged to disguise their voices.

! always do this with my beginners at the beginning of the year, but always at the end of the class,and for not more than / to -2 minutes. )8y beginners are elementary age.*

Human >ingo # Getting to Dno -ou A"ti(it<

Le(el4 ny evel

29







"ave the students divide an K./3 4 --3 paper into squares )two vertical lines A two hori7ontallines. The middle square is the 3free3 space. 9e4t, put a list of / questions on the board )these canvary in difficulty*. &or e4ample:

-. What is your name<D. Where are you from<E. "ow long have you been in the =$<G. "at is the strangest thing you have eaten here<

/. )they ma%e a question*

The students must then interview K different people in the class to fill in the bingo page. #achsquare on the paper represents one person's answers. When they have written all the answersfrom one person, they go on to someone else until all of the bo4es on the paper are filled. Wheneveryone has finished, the teacher uses the class list to call off names. &or e4ample, if the teachersays, 3Who has Fodrigo<? the students who interviewed Fodrigo would then provide the answershe gave to the bingo questions.

!t's a fun game that gets students spea%ing right away. !t usually ta%es a while to complete.

>all Game

Le(el4 ny evel

30





$tudents stand up in a circle around the teacher. ball is tossed to a student and the teacher as%sa question, e.g.: 3$ay a color3. The student then responds and throws the ball bac% to the teacher.The teacher then throws the ball to another student and as%s another question. &or higher levels,you can as% such questions li%e 36ive me the past participle of an irregular verb3. This is a fastgame, and it is great for reviewing vocabulary.

Getting to Dno a Little 0ore a1out -ou’re Classmates

Le(el4 ny evel

The teacher gives every student a piece of paper on which they write a sentence about theirpersonal life. This sentence can be about school, family, music, friends, the last vacation, etc. &ore4ample 3! went to the beach last vacation3 or 3! always study for my e4ams3 or 3! have twobrothers3 etc. When they finish writing their sentences they fold the paper and give it to theteacher.

!t is very important to tell students before writing the sentence that the information they are going towrite is 3a secret3 and not to show it to their classmates. !f they have a question about something,

they should as% it to you instead of a classmate. Tell students to write their names on the papers.

fter collecting all the papers, as% the students to write the numbers from one to -2 )or D2,depending on the number of students you have in that moment in the classroom* in theirnoteboo%s. fter that, the teacher reads the sentences in random order )without saying the nameof the student*, and the students write the names of the people they thin% wrote sentences.

fter reading all the sentences, say the question number and read the sentence again for eachpiece of paper and as% the students to name who they thought wrote it.

Then tell the students the name from the student who wrote that sentence. $tudents should write

)(* for correct guesses and )!* for incorrect guesses.

This is one way for students to start %nowing a little more about their classmates.

'ra the Tea"her

31







Le(el4 ny evel

This game helps to teach children the names of facial parts.

5ivide the class into two teams. Then draw D ovals shapes on the board. Then yell 35raw theteacher's eyesH3 and the two leading students from each team run up and draw your eyes on theoval. Then yell 39oseH3 which is drawn by the ne4t two students. nd so it goes. The student gets aball out of this as they have permission to ma%e fun of their teacher, and your image can get to

loo% pretty distorted. ou can add other features, such as nose or ear hairs. This will also wor% ifyou want to do body parts as well. 1ust draw the basic torso instead of ovals.

!f the %ids are unsure as to which facialAbody part you're tal%ing about, 0ust point to it.

t the end say both images loo% pretty good and call it a tie.

nother variation on this could be for naming parts of animals. The resulting picture would be amonster. i.e. peacoc%'s tail, sna%e's head, elephant feet, bat's wings, etc.

A"ting Ad(er1s


This activity is a great way to introduce the idea of how adverbs affect the way a verb action isdone. 5ivide the blac%board in two and write as many verbs on one side and as many adverbs onthe other as you can )get the class to come up with them*. t this stage you can also teach howad0ectives 'turn into' adverbs by writing down ad0ectives e.g. angry, happy, and adding the 'ily'.Then divide the class into two teams and perhaps give them goofy team names )! find they en0oygiving each other names*. Then get one team to choose a verb and adverb combination and theother team has to act it out, e.g. tal% cra7ily.

8y e4perience with this activity has been with younger learners where some %ind of reward isoffered at the end li%e stamps or being the first team to leave at the end of class. ou can thin% ofyour own reward )or penalty* to motivate your class. !t can be a lot of fun with both the actors andthe 'directors' en0oying ma%ing fools out of themselves or watching others ma%es fools ofthemselves.

Su77ose That

32








This wor%s well as a fluency activity

-. ou are the blac% sheep of your family. #4plain to us why.D. ou won a motorcycle and you are planning to embar% on a voyage. #4plain where you go.E. ou arrive face to face with a person who you owe -22 dollars to. What do you say<G. ou help an old woman across the street. !t turns out that she is a magician. To than% you,

she offers you four wishes. What do you as% for</. ou arrive home at midnight, you open the door and......

Cut#U7 Senten"e Da1adi

Le(el4 ny

This is a combination of a basic T#& game and the !ndian )<* game Babadi)<*.

>repare some cut up sentences from the grammar or vocabulary area you've been wor%ing on andplace them on a table at the front of the class. rrange the students into teams, standing behind aline or mar%er. They have to run to the table and arrange the words into correct sentences;however, they are not allowed to breathe in. To prevent this, the students have to repeat '%abadi'over and over. !f they stop saying the word they have to return to their teams. The first team tocorrectly arrange all their sentences is the winner. This can get a bit wild but its fun.

%riting !dea


! as%ed my students to write in their daily 0ournals what rules they would li%e to see implemented inour classroom and which rules they believed would benefit our class the most. ! then as%ed themto imagine how it would be if we had no rules in our class, in our school, and in the world. ! as%edthem to weigh the pros and cons of this idea and write whether or not they would li%e to e4perienceor live in this type of environment.

S7in one

Le(el4 ny#ach set of partners receives a top. One learner says as many sentences or words in the targetlanguage as he can before the top stops spinning. "is partner counts. The student who says themost words wins. We had fun letting the winners compete in 3spin offs3. ! li%e to give stic%ers to alland candy to the winnerH

Pre7ositions Game

33












>repare a te4t that contains prepositions. Ta%e out the propositions and print them on a separatesheet, then cut this sheet so that each preposition is on a piece of paper, then put all of them in anenvelope. 5ivide the class into groups and give each group an envelope. Tell the students that youare going to read a te4t and whenever you raise your hand they should bring a suitable prepositionand put it on your des% and that the fastest team would get points. Fead the te4t with each groups'order and cancel a point for each mista%e. &inally read the te4t with correct prepositions. ou can

play this game with ad0. as well as a, the and, an.

0artian


Tell your class you are a 8artian and you inhabit a human body to study human ways. ou thenas% about virtually anything in the room, and as% follow up questions:

What is this<

!t's a pen.What's a 3pen3<ou use it to write.What is 3write3<ou ma%e words with it on paper.What are 3words3<

#T(...

ou can ma%e it as difficult as possible for your higher level students; at some point, though, you'llneed to say 3OB, ! understand3, and go to the ne4t ob0ect. #ven your best students will eventually

get stuc% on this oneH

Pun"tuation Game

Le(el4 ny evel

! came up with this game to help the students understand what the mar%s of punctuation are. 5rawa period ).*, a comma ),*, a question mar% )<*, e4clamation mar% )H*, and an apostrophe )'* on theboard and leave a few inches between each symbol. Tell the students the name of each and havethem repeat each name. When they are comfortable with the names, begin by pointing to each onein succession. Once they are proficient at this, speed up the pace. This is where it gets fun. Once

they are able to say the names in order, change the order on them. $peed up each time through toget the %ids e4cited. s a final tactic, have each student go through the names of the symbols at aslow pace and then speed up. ! give the one who can say the most right a piece of candy or astic%er. "ave fun and you'll see a big improvement in their punctuation.

Good 0orning >alls

34









Le(el4 ny evel-. ou have three different colored balls, )they should be very light weight, small balls*.D. 6et the class to ma%e a circle.E. Then give three people a ball.

o Fed all + 6ood 8orningo 6reen all+ "ow are you<o lue all + &ine than% you and you<

G. The class members pass or gently throw the balls and the person who receives them says

the meaning of the balls.

This is fun and gets the class going first thing in the morning.

Air#rite

Le(el4 ny evel

One person 3writes3 letters, words, numbers, shapes etc: in the air and others guess what it is. (an

be done in pairs, as a group, along a chain.(an also be played as bac%+write, that is, writing the letterAwordA... on the bac% of another and theyguess what it is.

Lost in a ungle


35







This is a game suitable for a class of pre+intermediate and up. The game can be done in groups ofthree to si4 students. !t %eeps everyone involved even the quietest students.

The Teacher prepares a list of say D2 items and writes the list on the board or gives copies togroups. This is a list of things that people may need if they're lost in the 0ungle and things that theymay not need.

&or e4ample:

• pac% of canned food• /2 meters nylon rope• Bnife• Torch• Tent• (ellular phone• P gallons of water• >etrol• lcohol• lan%ets• (andles• 8atches• ...

Then, the students in groups decide on / items on the list which seem essential to all of them.

This usually ta%es a whole session since they all come up with different ideas. $ometimes acreative student chooses an item apparently irrelevant, but when heAshe e4plains how to use it,everyone agreesH

!ntonation Fun

Le(el4 8edium

36





=se this activity to underline the importance of intonation when your students, as they often do,tal% li%e robots. asically, get them to say the words in quotation mar%s in the conte4ts that follow.

'"ello'to a friendto a friend you haven't seen for E yearsto a neighbor that you don't li%eto a P month old baby

to someone you have 0ust found doing something they shouldn'tto someone on the phone when you're not sure if they are still on the other end

'6oodbye'to a member of your family as they are going through the boarding gate at the airportto someone who has been annoying youto a child starting his very first day at school

'"ow are you<'to someone you haven't seen for D2 yearsto someone who has recently lost a member of the family

to someone who didn't sleep in their own bed last night

'! never go to pubs'by a person that totally disapproves of drin%ing alcohol to someone who often goes to pubsas a response to someone who has told you they sometimes go to pubssaid before: 'Ibut ! quite li%e discos.'

'What have you done<'to someone who claims to have fi4ed your television only that now it's worse than beforeto someone who is scolding you for not doing anything when you suspect the same about them.To someone who has 0ust done something very bad and which has serious consequences

Truth or Lie&

Le(el4 ny evel37





This isn't really new. ! got the idea from a boo% and have e4panded on it a bit. !t can be used at any level from primary+secondary. up. !t can be used 0ust for spea%ing practice but it's particularly useful if you're doing present perfect forpast e4periences. !t wor%s soooo wellH The students 0ust love itH ots of question and past tense practice. #ven thequiet ones will tal%Hased on a group of three )it can be done in pairs, or fours if you write some more questions*, each student has apiece of paper with five questions on it )see below* and ta%es it in turns to as% the person on their left one of theirquestions. The student answering the question must answer 'es ! have.' regardless of the truth. The student whoas%ed the question can then as% as many further questions as he li%es in order to help him decide whether the truth isbeing told or not. Obviously, sometimes they'll be telling the truth. The third student can also 0oin in with questions,thereby 'ganging up' on student . isten how students fabricate stories in an attempt to avoid questionsH When thefirst student feels he's heard enough he says '9o further questions' and writes 'True' or '&alse' ne4t to the question.The game then carries on )student as%s a question to student ( and so on* When all the questions have been as%edthe papers are passed to the left for mar%ing i.e. the truth is revealed. The highest score out of five wins.This game will really open your eyes to people's ability to !#."ere are the questions. ou can use different ones, obviously.

"ave you everIspo%en to a famous person<danced on a table in a public place<been trapped in a lift<ta%en an illegal drug<sung %arao%e<

"ave you everIappeared on television<left a bar or restaurant without paying<written graffiti on a wall<appeared in a photograph in a newspaper<chased a criminal<"ave you everIdone a very dangerous sport<won a medal or trophy<missed a flight<stayed in a five+star hotel<swum na%ed in the sea<

typical e4change might be something li%e:+ "ave you ever swum na%ed in the sea<+ es ! have.+ Where did you do it<+ #rma. On holiday in 8a0orca.+ Who were you with<+ $ome friends.+ What were their names<+ #rma...etc.

S<lla1le Game

Le(el4 8edium

38







Le(el4 5ifficult

+for larger classes

>reparation: choose songs that are easy to understand and somewhat en0oyable.

-. 5ivide the students up into groups of G+/ people.

D. 6ive each group a different song. "ave them figure out all the words to the song. 8a%e sure thatnot 0ust one person is doing the wor%, but that it is a group effort.

E. 6ive them the entire class )one hour* to wor% on it. 9e4t class, have them return to their groupsto practice one time.

G. ou then have the group as a whole, stand up and sing along with the recording.

+this is fun for the students if they all participate and wor% together.+choose both popular and silly songs to %eep their attention and interest

Getting To Dno -ou


+for larger classes-. 6ive each student an inde4 cardD. "ave the studentCs pair up and write the name of their partner on their card. 6ive them five or si4questions that they must as% each other such as:+Where were you born<+What is your favorite color and why<+What did you dream last night<

E. 8a%e sure that they write down the answers to these questions on their card. When they aredone, have them each choose a new partner.G. They will then tell their new partner about their old partner based on the questions answered.#ach person will record this information on the other side on the inde4 card )the inde4 card is onlyto help them remember everything*./. Once they have finished, they each stand up in front of the class and tell everyone what theylearned about one of their classmates.

+this helps them to develop their communication s%ills and helps them get comfortable withspea%ing and interacting with all the students in the class

E2treme Situations

40








The point of this activity is to ma%e difficult questions involving choosing a course of action ine4treme situations. =sually these situations will involve feelings, pre0udices, ethics, etc.

#4amples -:

ou are on a deserted island. There is a motor boat and you are the only one who %nows how to

drive it. !t is up to you to decide which people of the following people you are going to ta%e with youin the boat. There is space for only you and E more people.

"ere they are:

• a prostitute• a drug addict• a dying old man• a doctor convicted of malpractice• a child pornographer• a convicted criminal• )9ote: ou should ad0ust the list to suit the students in your class. 5elete some if you find

them offensive. dd others that you thin% would generate good discussion.*

#4ample D:

ou find a wallet with /2,222 and the !5 of its owner. That money is e4actly the amount of moneyyou need to cover the e4penses of a delicate operation for your daughter. $he needs thatoperation to survive. What would you do with the money<

nd you can create new e4treme questions to challenge students to spea%.

SP8T THE '!FFE9ENCE

41






5ivide the group in pairs. &or this activity you get two apparently equal pictures. ou can get thesepictures in pu77le boo%s or internet. 6ive one of the pictures to a student and the counter+picture tohisAher partner. 8a%e the students sit far from hisAher partner in order to describe the picturewithout loo%ing at the counter picture. The point of the game is to detect the differences withoutusing body language or loo%ing at the partner's counter+picture. The team that finds all thedifferences first is the winner.

This activity is especially good for those students who are reluctant to spea%.

TRAFFIC LIGHT QUESTIONS

Level: Any Level

This games wor%s especially with adult students who are reluctant to spea% about personal issues.

>repare three cards )a green, a yellow, and a red one* with si4 questions each. The questions onthe green card are easy and not personal, and the ones on the red card are more difficult and

personal. #ach student throws a dice twice. The first time is to decide upon the color of the card )-or D U green card; E or G U yellow card; / or P U red card* and the second time is to choose thequestion.

TELL 0E %H-

42








The point of this game is to try to answer questions. We often ta%e for granted many things but ifwe consider them carefully sometimes they are not necessarily logical. These questions areintended to ma%e students spea%. !n most of the cases there are no 3right3 or 3wrong3 answers."ere are some e4amples:

!f you're so W!$# can you tell me W"<

$ome birds have wings but never &.

9ot all the mon%eys have a tail #"!95.

eopards have spots and T!6#F$ $TF!>#$.

6rooms dress in blac% and F!5#$ in W"!T#.

>eople wave their hands when they say good #.

The oceanCs blue and so is the $B.

Our ##$ shed tears when we (F.

We must WF!T# letters from left to F!6"T.

Foosters crow in the mornings at si4 or &!@#.

>eople throw F!(# to the groom and F!5#.

We stretch and yawn when we feel so T!F#5.

s you can see ! repeated the AaiAsound to create a special sensation to the ears. These questionscan also help you to teach pronunciation and intonation if you read them with the proper rhythm.

L!STEN!NG EKE9C!SE @S8NG PULE


! really li%e this activity because it is easy and fun. $tudents will say #nglish is music to my earsH

&or this e4ercise you will need the lyrics of a song in #nglish. ou will need several copies, one foreach student .(ut the lines of the song .The students will try to put the song in order. ou will playthe song as many times as necessary. The student who finishes first is the winner.

FOUR-LETTER-WORDS

43







Le(el4 ny evel

This game has nothing to do with offensive words. ! play it 0ust for fun and the students li%e it a lot.ou will be ama7ed to see how many different words can be generated from a single wordH

-.+The teacher writes a four+letter word )not a bad word but word made up four letters* on theboard.

&or e4ample:

The teacher writes on the board: T!8#

D.+$tudents will ta%e turns generating words from the first one. The idea is to change only oneletter but generate a meaningful word.

T#("#F.+T!8#$T=5#9T-.+5!8#

E.+ny letter can be change. Only one at a time, but not on the same place consecutively.

#4ample:

T#("#F. + T!8#$T=5#9T-. + 5!8#$T=5#9TD. + !8# )Wrong you should change any other letter but not on the same placeconsecutively*.

T#("#F. + T!8#$T=5#9T-. + 5!8#$T=5#9TD. + 5O8#$T=5#9TE. + (O8#

$T=5#9TG. + (8#$T=5#9T/. + (9##tc.#tc.

The teacher has to limit the time the students ta%e to write the words )may be D2 seconds*. Thestudents score a point for each meaningful word they write. !f a student ta%es too much time heloses his turn. &inally the student who ma%es more points is the winner.

0E089- GA0E @Long and Short forms

44







F=#$: The same rules as the regular memory games )the only difference is they are going tomatch the long forms with the sort forms*.

&oreign students sometimes do not reali7e there are many reductions in #nglish. They feelfrustrated when they are not able to understand spo%en #nglish. This is in part to because they arenot aware of short forms. way to help them is by showing same e4pressions in both short and

long forms. #4amples:

want to+ wannagoing to+gonnaought to+outtabecause+'causea lot of+ alottasee you+seeyagot to+gottalet me+lemmigive me+gimmiwhat have+wattav

etc.

! advise the teacher to read aloud the cards when the students pic% them up in order to encouragethem to repeat and learn them.

SPELL!NG 9EV!E%

Le(el4 8edium

This activity will ma%e students review spelling in a funny way. ou can create similar spellings asthe following ones:

!.-.D.(.= U ! want to see youF.=.O.B< U re you O.%.<!Js T U !ced tea!.(.N U ! see% you!.O.=. U ! owe you#.L. U #asy.L. U usy!.-.T U ! want tea!.K U ! ate=.D U you twoA you too.< U Why<(.=.V. U $ee you at nine

D#.L.G= U Too easy for youF.=.5.L< U re you di77y<

$tand++++++ U ! understand!

P98NUNC!AT!8N >!NG8S

45








T"!$ !96O !$ &OF 9O=9+@#F $TF#$$

! came out with this idea while ! was teaching pronunciation in 8e4ico. The idea is to ma%e a bingogame contrasting the pronunciation of nouns and verbs with the same spelling. )=se a stress mar%)J*to show the students that nouns are stressed in the first syllable and verbs on thesecond*.#4amples:

prgress+progrXssprXsent+presXntprtest+protXstcntract+contrYctdXsert+desXrtrXbel+rebXlsZspect+suspXctcnsole+conslecnflict+confl[ctrXcord+recrd

cnvict+conv[ct[nsert+insXrtpXrmit+perm[tetc.

When you name the cards let the students listen to the words but not loo% at them. This way theywill be able to distinguish the difference.

++++++++++++++++++++++++++++++++++++++++++++++++++++++8!9!8 >!F$ !96O

The same can be done to teach minimal pairs.#4amples:

sit+seatbut+batbought+boatsaw+sobase+vaseetc.

>.5.8B# T"!$ 68# !9T#F#$T!96 6!@!96 $8 >F!L#$ TO T"# W!99#F$.

SAVE' >- THE >ELL

46








! learnt this game when ! was chatting with a ra7ilian girl. !t is a very simple but interactive game. s you %now people always as the same questions in chats over and over again. What do you do<"ow old are you< etc. $he as%ed me if ! wanted to play T"# 68# O& TF=T". ! say yes ofcourseH "ere are the rules :) ! made some changes for the #nglish classroom*

-.8a%e a lot of small cards with interesting topics written on them, such as:

O@#,1#O=$,>!F(,8O9#,$8OB!96,$#M,5!9B!96,(O99!96,F!!96,&F!#95$"!>,5#T" >#9T,>"$!( >=9!$"8#9T,&8!,etc,etc.oo% for topics that ma%estudents spea%. $ometimes even (O9TFO@#F$! ones.

D.+#very student in the class will ta%e turns in ta%ing a card. "e or she will tal% a little about thetopic in the card he or she selected. &or e4ample:

8O9#: for me money is very important, but is not the most important thing. !t is only a way toreach things. $uccess is not measure by the money you can get, etc, etc.

E.+llow student to e4press their feelings even if it is not their turn. Femember the main point of

this game is to ma%e students spea%H "owever donCt lose the control of the class.

>.5.!f you select very interesting topics ! guarantee everybody will try to answer the questionseven when is not their own turn. This activity is e4cellent 3to brea% the ice3 and to help you %noweach other in the classroom.

!n(itation to an Annual 'inner

Le(el4 ny evel

>re+activity: The teacher should have taught students about prepositions.

ctivity: !n pairs, students are required to write a dialogue of about -D+-/ e4changes based on aninvitation card given by the teacher.$ample invitation card:

!9@!TT!O9 TO #M#($ =$!9#$$ 99= 5!99#F

5T#: DG 1=9# D22->(#: >O8 FOO8, 5# >8 "OT#T!8#: .E2 8

TT!F#: &OF8

llow about half an hour to prepare the te4t and about E minutes to present it in class. s%students to be as creative as possible.

$tudents get to practice prepositions as well as Why+Who+questions. ! find that my studentsen0oying themselves while pretending to invite their friends to the annual dinner.

0o(ie 9e(ie

48



Le(el4 ny evel

This could be carried out in pairs or in groups of E+G.>re+activity: The teacher should have taught students about ad0ectives and adverbs.

ctivity:students can choose a favorite movie, cartoon or television series to review. They should tal%about the main plot, actors and actresses, provide a synopsis and tell why they have chosen thatparticular movie. Once they have discussed and edited their movie review, they would have to

present in front of the others, and hand over a copy of the edited te4t to the teacher to becorrected. They may also include pictures to ma%e their movie review more interesting.

Stor< telling 6 0emor< Game

Le(el4 ny evel

s% the children \at least / to P] to sit around in a circle s% one child to say a sentence in a story form e.g. 3once there was a boy?. The ne4t child willhave to repeat that sentence and add something more to it li%e 3once there was a boy whose name

was 1ohn? !n this way the children %eep building up a story as well as remembering what theprevious sentences were. The child who forgets a line will go out of the game. This game not onlyimproves a child's memory but also encourages himAher to be creative in story telling.

Tea"her

Le(el4 ny evel

!'d li%e to wor% on games is classroom. ! have got students of any levels and games are a goodpractice to motivate students in classroom. !'d li%e to have more instructions of how to wor% with

them and if there are more suggestions of the source.

est wishes,

0ini Pla<s

49




The teacher ma%es up a little discussion which she reads or gives to a couple of children to read.#.g.

8um: ye, now. e carefulH1ohn: es, 8om. ! will.8um: 5onCt forget to write.

1ohn: 9o, 8om. !Cll write every day.8um: (all me when you get there.

nd then the teacher chooses one aspect to the plays that will be improvised based on this shortdiscussion. #.g.

3our plays must %now about a situation where somebody is leaving away. What happens< Whatdo you say< ou have / minutes to practice a little play in groups of D+/.3

!n five minutes the plays will be presented and some vocabulary can be mar%ed, if you feel li%e it.The %ids love ma%ing plays and they are pretty good in improvising incredible plays even in few

minutes.

A"ti(e >rainstorming

50



Le(el4 ny evel

This activity can be made to fit nearly any level, and wor%s in class si7es of P to G2. The aims areto not only to generate lists of relevant vocabulary around a theme, but to invigorate the class witha rather noisy and rambunctious activity.

To begin with, the teacher must select three or four vocabulary subcategories within a theme, fore4ample with a theme of housingAdescribing rooms, the subcategories might be things found in a

bedroom, a living room, and a %itchen; in a sports theme, there might be team, individual, and non+competitive sports. $tudents are then paired up and as%ed to generate ideas together for eachsubcategory, preferably under a time limit to %eep things paced, much as in any brainstorminge4ercise. Then pairs should be grouped into D, E, or G larger teams )depending on class si7e,logistics, etc.* to shareAcompare ideas and lengthen their lists if possible.

9ow comes the wild part. The blac%Awhiteboard is divided into sections, one for each subcategory,and one student from each group is called up and handed a piece of chal% or a mar%er of a colorassigned to each team. There must be one color per team, e.g. The blue team, the yellow team,and so forth. The designated writers for each team are not allowed to bring any paper up withthem. !nstead, their team members must shout out ideas which can be put under eachAany

subcategory, including the correct spelling of same. With all teams shouting at the same time, aseemingly out of control, but quite en0oyable atmosphere pervades. The ob0ect is to be the teamwith the most words on the board at the end.

!t is best to stop every minute or two and change designated writers so that all can get a chance. lso, depending on how strict the teacher wishes to be, groups which use - might have theirentries erased. !t is also a good idea in big classrooms to move the teams as far away from theboard as possible, so as to increase the pandemonium. &inally, the teacher shouts 3$topH3, and thescores for each team are tabulated.

This activity will ta%e between E2 and /2 minutes, has been used successfully with groups ranging

in age from -P to P/, and would seem to suit younger learners as well. The only materials requiredare a rather large board and as many different color mar%ers or pieces of chal% as there are teams.

51



A Variation on >ingo

Le(el4 ny evel

!nstead of ma%ing the cards yourself, have your students ma%e them.

-. 6et a set of review questions from your classes te4t boo% or trivia type stuff that they should%now. 8a%e sure the questions cover a variety of grammar points that you have studied.

D. 6ive each student a blan% bingo grid.E. 6et the students to fill in the bingo grid with the proper answers to the questions.G. 6o over the answers 0ust to ma%e sure every one has got it right etc.../. 9ow start the bingo game, e4cept instead of reading off the answers, read the questions.

This gets them thin%ing listening and writingAreading )three out of the G isnCt all bad eh<*

The 0iming Game

Le(el4 ny evel

This is a simple game which requires little preparation. 5ivide your students into groups of Dpeople )there may be two groups or more*. 6ive each group a sentence that includes grammarandA or vocabulary already practiced, and underline the words that should be guessed e4actly.One of the students in the group has to mime the sentence and the other has to guess. Of coursethe other groups will also be allowed to guess, which will create competition.

52



>ingo Ada7ted

Le(el4 ny evel

=se basic ingo board )E4E 2r /4/ with the middle crossed out*

-. $imple vocabulary bingofrom the list of words the students )$s* are required to learn they select )or DG*. Teacher to call

ingo D or three times until everyone %nows their card.

D. Teacher calls the words. $s with those words have to shout them out. Only the first one to shoutgets to cover the square.

E. 6rammar point or sentence structure.(all the words. The first student to shout out their word in the required structure gets to cover thesquare.

e.g. To use the present perfect. fter practicing the vocabulary $s have to say !'ve been a nurse or never been a nurse.

9 the truth is not important. ! was happy with !'ve been a village once as long as they %new whatwas wrong.6ets very competitive and noisy.5o not do with a hangover unless you get the winning student to be the bingo caller.

Find Someone %ho...

Le(el4 ny evel

6et some questions from:

(onversation Nuestions for the #$A#& (lassroomhttp:AAwww.aitech.ac.0pA^itesl0AquestionsA

Write some of them on the board and as% students to tal% to each others as follows:

&ind someone who.....has already finished hisAher (hristmas shopping<etc.

fter a given amount of time, have the students tell the rest of the class who they found.

53





>ETT!NGIAUCT!8N

Le(el4 ny evel

($$ $!L#: G2

>F#>FT!O9>repare a wor%sheet with D2 or so sentences using grammar points you have recently taught. DAEof the sentences should include a grammatical mista%e. 8a%e fa%e money, it is more realistic if youuse the currency of whichever country they are living in.

>FT O9#5ivide the students into teams of / or so. The students then have -2 minutes to study thewor%sheet and decide and mar% which sentences are correct )2* or incorrect )M*.

>FT TWOeach team receives a set amount of money.

The instructor)s* reads one sentence )select sentences from the list in random order*.The instructor begins to auction off the sentence. The students should try to buy only the correctsentences. The students bid and the instructor sells to the highest bidder. )This is really funH*The instructor tells whether or not the sentence is correct.!& the sentence is correct the team wins the amount which they bought if for. !f it is incorrect theteam looses the amount which they bought it for. 9 team may win the lost money buy statingthe incorrect sentence correctly. )O= W! # $"O(B#5 TO $## #@#9 T"# N=!#T$T=5#9T$ $(F#8!96 &OF O=F TT#9T!O9*.!& the sentence is (OFF#(T and 9O O9# bids on it, T#8$ must pay a fine.

fter all the sentences have been read the team with the most money winsH

The students seem to really en0oy this gameH

The >rag Game

Le(el4 8edium

This is a simple game !'ve made up to practice >resent >erfect. ou ma%e up about D2+E2 sentences in >resent>erfect describing various activities one would share to brag. &or e4ample: 3!'ve eaten lunch with l 6ore3.3$pielberg has as%ed me to play in his ne4t movie3. $tudents draw a slip of paper with a statement li%e that, heAshesays it aloud to the group and they try to outdo himAher by thin%ing up a statement which would be more impressive. !tmight loo% something li%e this:

$tudent-: 3!'ve eaten lunch with l 6ore3$D: $o what< !'ve eaten lunch with ill (lintonH3$E: $o what< !'ve eaten lunch with l 6ore and ill (linton3$G: $o what< !'ve eaten 6ore and (linton for lunch3When they can't come up with something, they 0ust say WOW loo%ing impressed and move on to the ne4t statement.

$-: $pielberg has as%ed me to play in his new movie.$D: $o what< !'ve as%ed $pielberg to play in 8 new movie.$E: WOW

55



They seemed to have fun with this game.

Adding to the Stor<4 8HPs in the "lassroom

Le(el4 ny evel

dding to the $tory: O">s in the classroom

• y: (hristine (anning+Wilson,• #mail: christine.canningVhct.ac.ae

im: To give students further practice in e4panding paragraphs.

8aterials 9eeded: O"> transparenciesApensA O"> machine

$tage One: >hotocopy a bac%ground scene on to a transparency. 9e4t, put it up on the wall ne4tto the white board. s% students to write down ideas about the place.

s% the students to predict what is going to happen today in the town, mountainside, etc....

)efore the class, photocopy onto an O"> different people or animals that can be cut out anddropped into the scenery or the bac%ground*

9e4t, say 3perhaps3 to their suggestions and then begin to add a transparency character to thescene. #licit from the students information and questions about the person. Beep addingcharacters and letting students discuss possibilities and changes for the story.

fter that, in groups as% students to write a story about the scene. s% them to describe theenvironment and atmosphere in the first paragraph and to start to tell the story thereafter.

When the students complete their stories, pass the papers around for other groups to read andpeer edit before as%ing the original group to tell their story about the illustration.

Grou7 'ialogue

Le(el4 ny evel

&ollowing a simple warm+up where each person must say a word associated with the wordmentioned by the person before him or her, ! have them repeat the same procedure but withcomplete sentences, as if it were a discussion between two people. &or e4ample: student -, 3"ihow are you 1oe<? student D, 3Oh pretty good $ue. "ow about you<? student E, Well, not so

good.? student G, Why not<? etc. The dialogue must proceed in such a way that the last personconcludes the discussion and they bid each other goodbye. ou never %now where theconversation will lead and it's e4cellent for listening, even without a point systemH

56



Present Continuous Videos

Le(el4 ny evel

!'ve used this activity in 0ust about every class !'ve ever had, it's suitable for any age group and anylevel but the best thing about it is that it requires almost no preparation.

ou'll need a video. ! usually use 8r. ean but anything will do as long as it isn't dialogue heavyand has a lot of action.

The students will need a piece of paper and a pen. rrange students in two rows and seat thembac% to bac% so that the video can be seen by one row )watchers* but not by the other )writers*.

#4plain to the watchers that they are to describe the action ta%ing place on the screen using thepresent continuous; they can also describe clothing, people, anything really but try to %eep thefocus on the action.The writers have to listen carefully to the watcher sitting behind them and write down as muchinformation as they can.

Beep this going for about five or ten minutes )or as long as a 8r. ean s%etch* then get them toswap chairs and play a different s%etchAsegment for the new row of watchers.

>ut the students into two groups according to row. They must now pool their notes and create theirown version of events. 6ood past continuous practiceH

! usually get them to share their stories with the other group and then at the end let them watchboth segments again and compare their version with what actually happened.

ots of listening, spea%ing, writing and lots of fun.

Tent< uestions

Le(el4 ny evel

=sing EM/ file cards ! cut and pasted a number of articles from a catalogue. ! write on the board questions such as:Would ! find this in the house< )!f not assume it is outside*5oes it weigh more than -2 pounds<

5oes it have wheels<5oes it have a motor<5oes it ma%e noise<5o you have one<Would you li%e one<(an you eat it<(an you wear it<!s it used in the summer< )!f not therefore it is used in winter*

$tudents wor% in pairs and may answer only #$ or 9O and %eep trac% of the number of questions. ou can usemany more questions perhaps using words that are new or different.

57



our email address does not wor%HHHH

Essa< Planning 0ade Eas<

Le(el4 ny evel

8y students find it hard to brainstorm ideas, plan what to write and present balanced opinions.This activity seems to help because it wor%s from a fun spea%ing base.=se big pieces of paper. Write a different word within a group on four pieces of paper and stic% indifferent corners of the room )e.g. animals: horse, elephant, dog, mon%ey* Tell the students to goand stand ne4t to the )animal* you li%e bestAfear mostAwant to be3 etc. $tudents go to corners and

0ustify their choice to other students.This can be done in various ways to suit the situation; ! sometimes end up with teams having tooffer and counteract arguments publicly across the room. The topics can become more abstract,depending on the level of the students.

&inally, bring the activity together by choosing the basis of an essay topic, eg 3The Fainforests3.#licit single words for the big pieces of paper, e.g. 'fuelAbuilding materialsA o4ygenAmedicines )thebrainstorm* and stic% them on the board. Then invite students to sort them into two overarchinggroups; e.g. reasons for forest conservation or reasons for using the wood )the plan* Fepeat theverbal argument 'game' in teams but %eep notes of the submissions on the board or on paper )thebody of the essay*&inally write a sentence on the board e.g.:3lthough it is important to SSS because SSS )give one reason* ! believe it is more important to SSSbecause )give two main reasons.3$tudents then go to one of the two main groups they broadly agree with and produce their finalpronouncement )the conclusion*.

Feview the process overtly. 6et the students to write in groups ne4t time, and then go it alone withthe same methods.

58



The Grandfather

Le(el4 ny evel

Ob0ective: to practice the numbers.

>rocedure:

$tudents are sitting in circle. Then, they are given a number. One of them or the teacher can bethe 6randfather. The game goes li%e this.

: When the grandpa died, he left twenty cups of wine.

)The person who has number D2 answers :*: why D2<

: $o, how many<: what about D<

)The person with number D says :*

(: why D<: $o, how many<(: what about E<

)nd so on...*The winner is the person who does not hesitate and ma%e a mista%e. dvanced students mustplay the game in #nglish. ut if you have beginners, the game can be played in the students_mother tongue; however, numbers must be said in #nglish. $tudents need to be attentive,otherwise they are as%ed to leave the game.

0!0ES


T"!$ 68# !$ @#F =$#&= TO >F(T!(# >F#$#9T >FO6F#$$!@# $TF=(T=F#$. O="@# TO 6!@# TO #(" $T=5#9T $8 (F5 W!T" 9 (T!O9 )i.e. O= F#59(!96*. T"# $T=5#9T "$ TO 8!8# T"# (T!O9 !9 &FO9T O& T"# ($$ 95 #("$T=5#9T !9 T=F9 W! TF TO 6=#$$ W"T "#'$ 5O!96 >O$!96 N=#$T!O9 !B#:3F# O= 59(!96<? T"# $T=5#9T W"O 8!8#$ "$ TO 9$W#F 3#$ ! 83 OF 39O !'89OT3. T"!$ W >=>!$ >F(T!(# 95 "@# &=9H6ood luc%HHH6loria from !taly )glo/Vhotmail.com*

59



NA0E THE PLACE

Le(el4 ny evel

&irst prepare a list of places about D2 on separate pieces of paper and then divide the studentsinto groups of G+P. One member of the group chooses a piece of paper and between the groupsthey prepare a dialogue or mini+theatre based on their place. When all the groups have preparedtheir wor% they ta%e it in turns to read or play them out and the other students have to guess thename of the place it is ta%ing place. time limit can be based on the level of the students. ! findthis wor%s very well with students who do not have enough confidence to 0ust spea% withoutpreparation, but after the e4ercise they gain a lot of confidence by trying to spea% by not loo%ing.

variation on the 398# T"# >(#3 activity above is to do the same but put times of the day onthe slips of paper. $tudents have to write a dialogue s%etch to get students to guess the time ofday.

60



Stop

Level: Medium to Difficult

STE 1!"n t#e to$ of % $%&e e%c# 'tudent ()ite' t#e follo(in&! c%te&o)y n%me'!

*AME+ LA,E+ A,T-"*+ A*-MAL+ "./E,T+ %nd -TE %nd T"TAL

STE 2!

Someone 't%)t' '%yin& t#e %l$#%et+ A+ .+ ,etc t#en 'omeone el'e inte))u$t' t#e %l$#%ettelle)'#outin&! ST":::

STE 3!

Let u' 'u$$o'e t#e %l$#%ettelle) (%' inte))u$ted on lette) ;<; All t#e $%)tici$%nt' in t#e &%me

(ould t)y to find (o)d' t#%t 't%)t (it# ;<; to fill out t#e c%te&o)y c#%)t o) e=%m$le one m%y ()ite!<%n'%' fo) ;LA,E;+ >o%l% fo) ;A*-MAL;+ >ey fo) ;"./E,T;+ >i(i fo) ;-T; %nd 'o on

STE 4!T#e $%)tici$%nt t#%t fini'#e' fillin& %ll c%te&o)ie' fi)'t '#out' ST":: And %ll t#e ot#e)' '#ould 'to$

()itin&

STE 5!

T#e $%)tici$%nt' com$%)e t#ei) (o)d' T#e (o)d' )e$e%ted y t(o $l%ye)' %)e (o)t# 50 $oint' T#e(o)d' )e$e%ted y t#)ee o) mo)e %)e (o)t# 25 T#e (o)d' t#%t %)e not )e$e%ted y %nyone %)e (o)t#

100 $oint' T#e em$ty c%te&o)ie' %)e ;0; E%c# $l%ye) %dd' u$ %ll t#e $oint' #e &ot fo) t#e lette) in

tu)n %nd $ut t#e )e'ult in t#e ;T"TAL; At t#e end of t#e &%me %ll t#e 'utot%l' %)e %dded %nd t#e one(#o &et' t#e #i&#e't 'co)e i' t#e (inne)

Verb Revie G!"e

Level: Any Level

T#i' &%me c%n e $l%yed in te%m' o) individu%lly+ de$endin& on t#e 'i?e end >no(led&e of t#e 'tudent'

Ste$ 1!

T#e te%c#e) &ive' t#e 'tudent' 5 minute' to )evie( % li't of ot# )e&ul%) %nd i))e&ul%) ve)'Ste$ 2!

T#en t#e te%c#e) ()ite' 'omet#in& li>e t#i' on t#e o%)d! ;t#in&' (e do (it# ou) feet;Ste$ 3!

T#e 'tudent' t#en #%ve e=%ctly one minute to ()ite %ll t#e ve)' )el%ted to t#i' to$ic+ 'uc# %'! (%l>+

>ic>+ d%nce+ )un+ @um$+ etc

Ste$ 4!

Afte) t#e time i' u$+ t#e te%c#e) c#ec>' t#e 'tudent' li't' of ve)' E%c# ve) count' fo) one $ointAny ve)' %$$e%)in& in mo)e t#%n one li't %)e elimin%ted

T#en t#e te%c#e) ()ite' %not#e) to$ic on t#e o%)d+ ;t#in&' (e do (it# ou) mout#;+ fo) in't%nce

T#e 'tudent o) te%m (it# t#e mo't $oint' i' t#e (inne)

61





T#e @o could e c#%n&ed de$endin& on (#%t 'o)t of %d@ective' you (ould li>e to focu' on %' could t#e

nume) %nd difficulty of t#e %d@ective'

Vill!'e F!ir

Level: E%'y to Medium

Aim! To $)%ctice inte))o&%tive'G 'u&&e'tion'G %cce$t%nceG )efu'%l etc

E%c# 'tudent decide' (#%t (%)e' #e i' c%))yin& to m%)>et to 'ell Al'o (#%t #e (%nt' to uy to t%>e #ome

Melee! Student' move %)ound cl%'')oom t)yin& to 'ell t#ei) (%)e'G #%&&lin& ove) $)ice'+ Cu%ntitie' etct#ey u'e l%n&u%&e 'uc# %' Ho( %outI G ,ould you m%>e t#%tI G T#%t' % de%lG *o de%l etcEnd of 10 minute' %ll 'tudent' )e$o)t to )e't of cl%'' (#%t '%le' t#ey m%de+ (#%t t#ey couldnt 'ell %nd (#%t

t#ey ou&#t

De$endin& on t#e $)oficiency of t#e cl%''+ l%n&u%&e #el$ m%y e $)ovided %t t#e e&innin&

Writin' on S(irt%

Level: E%'y to Medium1 T#e $u$il' '%y 'lo&%n'le''in&'funny $)ove)'+ etc

2 T#e te%c#e) ()ite' t#em on t#e l%c>o%)d3 T#e $u$il' t#en ()ite t#ei) f%vo)ite 'lo&%n' (it# '$eci%l m%)>e)' on T'#i)t'

A&vi+e


Aim'! To $)%ctice &ivin& %dvice %nd 'u&&e'tion' To t)i&&e) c)e%tivecont)iution' To &ene)%te inte)%ction f)om % 'im$le )%( m%te)i%l

1 et % 'tudent to '%y t#e fi)'t 'entence elo( to #i' nei&#o) T#e

l%tte) m%>e' % 'u&&e'tion+ %nd &oe' on to utte) t#e ne=t of my 'entence'+%nd 'o on

2 -f t#e 'tudent' %)e % it cold+ do t#e follo(in&G &et t#em %ll to ()itedo(n % $iece of %dvice fo) t#e fi)'t 'entence on % $%&e&ive t#em time

T#en+ you c%n &o %)ound t#e cl%'' en@oyin& t#e (ide v%)iety of

cont)iution' (#ic# %)e 'u)e to en'ue

- %ctu%lly did t#e utte)in& of t#e 'entence'+ %nd %llo(ed t#e 'tudent' to $)o$o'e t#e %dviceF

63



*ote! o) 'ome 'entence' you m%y &et )e%lly o)in& %n'(e)+ devoid of %ny

t#ou&#t&et t#em to modify it+ c#%n&e it % it+ '$ice it u$+ u'ec)e%tivity:

- HAE A HEADA,HE

- HATE B"<-*

- EEL SAD

- BA*T T" "TE,T THE E*-"*ME*T

- L"E E"LE

- AM ALBAS LATE

- <EE L"S-* M ,ED-T ,AD

M -E*DS D"*T BA*T T" SEE ME

- HAE A ED *"SE

- AM ALBAS ,ASH-* M ,A

- B"LD L"E T" MEET S"ME E"LE

-T B"LD .E EAT T" .E -,H

M ST"MA,H -S HE

- AM E -*TELLE,TAL

M"THE SAS - AM ATTA,T-E

" SH"LD J -*-*-T-E

" "HT T" J -*-*-T-E "MALF-T B"LD .E A ""D -DEA - " J AST S-MLE

- - BEE "+ - B"LD " HAD .ETTE J -*-*-T-E" B-LL HAE T" J -*-*-T-E

-T -S T-ME " J AST S-MLE

BH D"*T " J -*-*-T-E" ,"LD ALBAS J -*-*-T-E

HAE " TH"HT A."T J -*

-MEAT-ES Dont Do F

64



Ani"!l% )or ! D!,


Activity A

S#o( t#e 'tudent' % $#otoco$ied li't of m%ny diffe)ent %nim%l' m%mm%l'+%m$#ii%n' F+ %nd %'> t#em to c#oo'e+ individu%lly %nd (it#out '$e%>in&+

%n %nim%l t#ey (ould li>e to e fo) % d%y ive t#em % minute T#en

'omet#in& t#ey (ont e e=$ectin&F+ &et t#em to ()ite % fe( 'entence'+

once %&%in (o)>in& %lone+ %out t#ei) d%y+ o) t#ei) t#ou&#t'%' t#e %nim%lt#ey #%ve c#o'en ive t#em % fe( minute'

*eedle'' to '%y+ you (ill e 'u)$)i'ed y t#e im%&in%tion of you) 'tudent'+

m%ny of (#om+ - elieve+ love to indul&e in moment' of e'c%$i'm'omet#in&

u' te%c#e)' >no( %ll %out:

o) e=%m$le+ - #%d % &)ou$ of five fem%le 'tudent'+ t#)ee of (#om c#o'e to

e dol$#in'+ one %n e%&le+ %nd t#e l%'t % e%)

B#%t - &ot f)om one &i)l!

;- %m % e%) %nd - live (it# my f)iend' in % mount%in - %m #%$$y+ ut (#en

- 'ee % #unte) - %tt%c> #im+ ut (#en - 'ee % tou)i't - '#out %t #im;

A 'econd!

;- %m % dol$#in+ ut - %m '%d ec%u'e t#ey #%ve $ut me into % $ool+ (#e)e -

c%nnot move li>e efo)e K

Activity .

*o(+ (#%t you c%n do i' &et t#e 'tudent' to )e%dtell t#ei) 'to)y+ %ddin&in e=t)% it' %' t#ey &o %lon&

Activity ,

*o(+ you c%n %'> t#em (#y t#ey c#o'e t#i' %nim%l+ %nd t#en &o on to $ic> u$

on (#%t t#ey '%id+ e=$%ndin& it into % 'e''ion of e=c#%n&e' et(een t#e

'tudent'+ involvin& you)'elf if you feel li>e it

65



Activity D

et % l%n> $%&e %nd d)%( % ci)cle in t#e cent)e T#en+ $l%ce t#e (o)d'

;%nim%l in c%$tivity; in'ide t#e ci)cle ive e%c# 'tudent % co$y of t#e

$%&e %nd tell t#em to do %n -*D--DAL )%in'to)min& e=e)ci'e on t#e (o)d'in t#e ci)cle T#%t i'+ &et t#em to d)%( line' f)om t#e ci)cle+ e%c# line

le%din& u$ to % (o)d o) im%&e 'u&&e'ted y t#e %nim%l' 'itu%tion ive

t#em %ll % fe( minute' to do t#i'

T#i'+ (e c%n c%ll % (o)dm%$+ o) even % mindm%$

*e=t+ &et e%c# 'tudent to )e%d out t#e ide%' t#%t c%me '$ont%neou'ly intot#ei) #e%d' %' t#ey t#ou&#t ou c%n %ll m%)vel %t t#e nume) of

diffe)ence'o) 'imil%)itie' t#%t %)i'e+ %nd &o on to di'cu'' t#e m%tte) of

c%$tive %nim%l'

Dont fo)&et to Cue'tion 'tudent' on (#y t#ey $ut in 'uc# %nd 'uc# % t#in&

B%tc# out fo) 't)%n&e conce$t':

ut %ll t#e $%&e' to&et#e) 'o t#%t t#e 'tudent' c%n 'ome#o( 'ee t#e (o)>

c%))ied out y t#e )e't

e)#%$' no(+ %' % &)ou$+ t#ey could %ll focu' on t#e m%in %'$ect' of%nim%l' in c%$tivity

ou could t#en move on to de%te i''ue' li>e end%n&e)ed '$ecie'+ (#%le

#untin&

Activity E

.F T-ES <-LL T"-STS .F

et t#e 'tudent' to de%te+ o) )ole $l%y+ t#e follo(in& incident! T(o

e)m%n $en'ione)' %li&#ted f)om t#ei) c%) in % S$%ni'# n%tu)e $%)> in o)de)to &et % ette) $ictu)e ,#)i't:F of t#e ti&e)'+ (#ic# (e)e )el%=in& in t#e'#%de of % t)ee %t t#e time T#ey (e)e+ luntly+ to)n %$%)t T#e)e (e)e

'i&n' u$ in m%ny l%n&u%&e' (%)nin& $eo$le to 't%y in t#ei) c%)'

S#ould t#e %nim%l' e $ut do(nI

S#ould t#ey e in n%tu)e )e'e)ve' in t#e fi)'t $l%ceIEtc

66



Activity

He)e+ you could mention t#e $)o' %nd con' of #%vin& % dome'tic %nim%l% $et%t #ome

Ani"!l% O$r Frien&%


-n e)u%)y of 1998+ % Some)'et <F m%n (%' t)%$$ed unde) % f%llen v%n #e

#%d een )e$%i)in& A' #e c)ied fo) #el$ %nd d%)>ne'' fell it 'eemed #e(ould e left t#e)e %ll ni&#tG #i' le& #%d een c%u&#t ene%t# t#e (#eel'

T#e %)e% (%' )%t#e) i'ol%ted %nd noody #e%)d #i' c)ie'e=ce$t % $%))ot

$e)c#ed on % c%)%v%n in % ne%)y c%m$ 'ite T#e i)d mimic>ed t#e m%n'c)ie'+ (#ic# i' %$$%)ently no)m%l e#%vio) fo) t#i' ty$e of %nim%l+ %nd

%le)ted t(o men (o)>in& in t#e %)e% T#e'e )eve)'ed t#e v%n off t#e in@u)ed

m%n+ (#o+ in t#e end+ only #%d 'li&#t in@u)ie'

Activity A

H%ve you eve) een in % 'imil%) 'itu%tionI H%' %n %nim%l eve) #el$ed you in

'ome (%yI

Activity .

Do you t#in> %nim%l' %)e nece''%)y fo) #um%n'I B#yI

E=%m$le'!

,om$%ny)otection

,o'metic te'tin&

Activity ,

Li't t#e mo't #el$ful %nim%l'+ %nd (#y

E=%m$le'!

1 T#e ele$#%nt c%n t)%n'$o)t u' %nd $ull t)ee'

2 Do&' >ee$ u' com$%ny3 S$ide)' e%t flie'

4 ,o(' &ive u' me%t %nd le%t#e)

67





.,%ter, Ob*e+t

Level: Any Level

- %m te%c#in& my Level 1 ()itin& 'tudent' #o( to de'c)ie t#in&' y me%n' of $)oce'' i)'t 'econd t#enF+e=tended definition fo) in't%ncecom$%)econt)%'tF+ %nd di)ection' *SEB)i&#t+ left+ etcF Be #%ve done

t#e'e t#in&' one %t % time ut my 'tudent' %)e continu%lly m%>in& le%)nin& le%$' eyond t#e 'im$le

%''i&nment' %nd - (%nt to )e(%)d t#em fo) t#ei) %ilitie' (#ile m%>in& 'u)e t#ey #%ve t#e %'ic' do(n Al'o+(e (ill 'oon e 'tudyin& t#e co))ect fo)m fo) $e)'on%l lette)' %nd - t#in> t#ey %)e )e%dy to move on Be did

t#e'e t(o fun %''i&nment'!

-m%&ine % te))ile di'%'te) #%' ef%llen ou) cl%'' #e)e %t t#e nive)'ity Mon'oon+ e%)t#Cu%>e+ )%in'to)m+

'no('to)m+ to)n%do+ flood+ etcF B)ite me % lette) in (#ic# you de'c)ie t#i' event %nd tell me e=%ctly #o(you )e'$onded - )%n out t#e doo) %nd tu)ned left: - )%n 't)%i&#t %#e%d to t#e end of t#e #%ll %nd loo>ed )i&#t

%nd left etcF

Be #%d 'uc# fun (it# t#i' %''i&nment: Eve)yone &ot into t#e d)%m%: E=citin& %''i&nment' li>e t#i' )e%lly

te't t#e %'ic unde)'t%ndin& of 'entence con't)uction %' (ell %' '#o( t#em #o( %ll t#e'e fo)m' (o)> to&et#e)

in % $%)%&)%$# -t (%' cle%) (#en t#ey e&%n to $ut %ll of t#e v%)iou' fo)m' to&et#e) t#%t 'ome of t#em #%dnot com$letely unde)'tood di)ection' (#en t#ey (e)e not di)ectly connected (it# t#e oo> e=%m$le of 't)eet

di)ection' *o)t#+ Sout#+ %nd i&#t+ LeftF Afte) t#i' %dventu)e in c)e%tive ()itin&+ #o(eve)+ t#ey %ll felt t#%teve)y 'o)t of de'c)i$tion (%' e%'y So+ (e (ent on to %not#e) %dventu)e t#%t (%' even mo)e fun:

A''i&nment 2! B)ite me % lette) in (#ic# you tell me % (ild 'to)y o) %n out)%&eou' lie %out you)'elf:

Eve)yone loo>' u$ out)%&eou' in t#ei) diction%)yF - $)ovided t#em (it# 't%m$ed envelo$e' %nd t#e'e lette)'

(e)e %ctu%lly m%iled to me 'o - #%d t#e %ddition%l fun of &ettin& $e)'on%l lette)' in t#e m%il T#e'e lette)'(e)e t#e e't ()itin& t#ey #%d done 'o f%) %nd (e)e+ in %ddition+ #y'te)ic%lly funny one of my Tu)>i'#

'tudent' (%)ned me t#%t #e (%' % '$%ce %lien %nd t#%t t#e info)m%tion #e (%' %out to tell me (%' ;'$ecific

%nd 'ec)et:;F T#e follo(in& (ee>+ - #el$ed e%c# 'tudent (it# &)%mm%) mi't%>e' %nd t#en )e%d t#e co))ected

lette)' %loud in cl%'' Eve)yone en@oyed t#i' $%)ticul%)ly t#e $ulic $)%i'e %nd %$$)eci%tive %$$l%u'eF %ndt#ey %l'o '%( t#%t t#e)e (e)e m%ny (%y' to tell % 'to)y %nd 'till u'e co))ect En&li'# ()itin& 'tyle T(o of my

'tudent' #%d difficulty (it# 'entence con't)uction (#en t#ey let t#ei) im%&in%tion' )un in t#i' (%y 'o t#ey

(e)e $)ovided (it# % to$ic 'entence'u$$o)tin& 'entence )evie( tool %nd t#ey t#en ()ote me % t#i)d lette)(#ile con't%ntly )efe))in& to t#ei) to$ic'u$$o)tin& 'entence di%&)%m T#e im$)ovement in t#ei) ()itin& (%'

%'toni'#in&

- %l(%y' encou)%&e im%&in%tion' )unnin& (ildG t#e &)e%te't $o)tion of my 'tudent' t)%inin& tend' to e

inc)edily focu'ed %nd det%ilo)iented %nd %n occ%'ion%l 't)etc# i' im$o)t%nt Al'o+ my f%t#e)+ (#o (%' %n

69



o)c#e't)% conducto)+ told me t#%t (#en you %)e %out to e&in % ne( $iece (it# t#e o)c#e't)% you do not 't%)t

y $)%cticin& e%c# 'ection %nd t#en+ (#en t#e 'ection' %)e $e)fect+ $uttin& t#em to&et#e) ou 't%)t y $l%yin& t#e enti)e $iece t#)ou&#: ou tell eve)yone not to e conce)ned %out t#ei) mi't%>e'+ ut @u't to t)y

%nd >ee$ u$ *%tu)%lly t#e'e fi)'t 't%&&e) t#)ou&#K 'ound' te))ile: .ut t#e $'yc#olo&ic%l )e'ult i' t#%t (#en

you %)e done eve)y mu'ici%n '%y' to #im'elf+ ;- c%n do t#i':; "viou'ly+ t#ey do not (%nt to loo> %d in t#e&)ou$+ 'o t#ey (ill 'elfdi'ci$line t#em'elve' to im$)ove

Role /l!,: T(e E0+l$%ive /i+t$re

Level: Medium to Adv%nced

• Time! "ne #ou)+ includin& follo(u$ de%te

• L%n&u%&e! A' m%ny '$eec# %ct' %' %)e $o''ile ;Dive)&entK %$$)o%c# 'ee T#e -nte)net TESL

/ou)n%l; fo) % &ood %)ticle y %t)ici% < Tom$>in'F

• ")&%ni?%tion! Sm%ll &)ou$ in my c%'e+ 7F

• B%)mu$)e$%)%tion! E%c# 'tudent com$ile' % fictitiou' c#%)%cte) $)ofile o) me)ely t#in>' u$ % fe(

ide%' on (#%t #e mi&#t '%y in t#e conte=tF

• )ocedu)e! Te%c#e) %'>' fo) voluntee)'+ o) %$$oint' t#em if t#e 'tudent' %)e 't%llin& too muc#

1!+2'ro$n&:

T#e edito) of % ne('$%$e)+ (#o'e '%le' %)e not &oin& (ell %t t#e moment+ #%' @u't )eceived % ve)y &)%$#ic

$#oto of % #o))endou' %ccident involvin& % 'c#oolu' %nd (#ic# occu))ed on % ne%)y moto)(%y due to

#e%vy fo& -n t#e $#oto+ you c%n 'ee t#e in@u)ed %nd de%d 't)e(n %)ound t#e c)%'# 'cene T#e )e't i' e%'y toim%&ine T#e $)olem i' (#et#e) to $uli'# it o) not T#e im%&e could '#oc>+ %ll t#e mo)e 'o if it i' on t#e

f)ont $%&e S#ould not t#e victim' e left in $e%ce+ %nd not %$$e%) on t#e cove) of % ne('$%$e) T#en %&%in+

$e)#%$' y $uli'#in& t#i' $#oto+ t#e edito) 'ee>' to educ%te (oulde c%)ele'' d)ive)'+ o) (oulde d)in>d)ive)' "f cou)'e+ (#y '#ould t#e'e victim' e u'ed %' f)ee %dve)ti'in&I Al'o+ it i' ne('+ %nd noody c%n

f%ult % @ou)n%li't fo) %i)in& % 'to)y %nd $#oto Mo)eove)+ t#e $#oto (ill %tt)%ct+ $e)#%$'+ ne( cu'tome)'G

$eo$le #%ve % mo)id inte)e't in t#e mi'fo)tune' of ot#e)'+ it i' '%id

Role pl!,er%:

• T#e edito)+ Cuite youn&

• T#e $#oto&)%$#e) (#o too> t#e '#ot+ 'in&le

• T#e %ccount%nt+ m%))ied (it# t(o c#ild)en

• A @ou)n%li't)el%tive of one of t#e victim'in f%vo) of $ulic%tion+

• M%))ied (it# o) (it#out c#ild)enF

• A 'econd @ou)n%li't+ 'in&le+ (#o i' %&%in't $ulic%tion

• Mo)e @ou)n%li't' f)om v%)iou' 'ection' of t#e $%$e)

T#e %&e' %nd m%)it%l 't%tu' m%y e %lte)ed %' you 'ee fitF

F!+t% on ne%p!per:

• Em$loy' fifty (o)>e)'+ mo't (it# c#ild)en

70



• -' on t#e ve)&e of clo'u)e

• Se)iou' ne('$%$e)

Follo-$p:

Te%c#e) collect' m%in %)&ument' )%i'ed %nd ()ite t#em do(n in o)de) to fully te%'e out (#%t (%' '%id+ t#e

v%liditylo&ic of '%me

A mo)e o$en c%'u%l; &)ou$ de%te c%n en'ue in t#e (%>e of t#e )ole $l%y

V!ri!tion:

-n'te%d of % $#oto+ it could e % n%'ty 'to)y %out % loc%l #e)o$e)'on%lity

O))-%(oot A+tivit,:

• T#e )ole of ne('$%$e)' in 'ociety

• B#%t 'ell' ne('$%$e)I

• B#y do (e uy ne('$%$e)'I

• Bill t#ey di'%$$e%) in t#e futu)eI

34 Tr$e or F!l%e Ite"%


)int t#i' out %nd &ive it to you) 'tudent'

1 - neve) &o to ed %fte) 1 %m

2 - 'tudy En&li'# mo)e t#%n 2 #ou)' % (ee>3 - #%d % &)e%t time %t 'econd%)y 'c#ool- loved it

4 My %mition in life i' to &et % $e)m%nent @o

5 My $%)ent' 't%)ted &ivin& me $oc>et money (#en - (%' five

6 - dont mind (et d%y'+ t#e)e %)e 'till $lenty of t#in&' to do7 - )e%lly elieve t#%t moto)i>e' %)e d%n&e)ou'

8 %)ent' '$oil t#ei) c#ild)en no(%d%y'

9 T#e e%c# i' fo) )el%=in& %nd doin& not#in&10 - %m %n %dventu)ou' $e)'on

11 - neve) )un fo) % u'- c%n c%tc# t#e follo(in& one

12 -n t#e end+ mo't $eo$le %)e ve)y nice13 - %'olutely #%te Mond%y'

14 - #%ve neve) 'tolen %nyt#in&neve)

15 eo$le (#o 'mo>e %)e c)%?y

71



16 T%ll men(omen %)e mo)e inte)e'tin& t#%n 'm%ll one'

17 eo$le (#o (%tc# mo)e t#%n 2 #ou)' of T % d%y %)e (%'tin& time18 S$endin& 4+000 $e'et%' on % $e)m%nent i' immo)%l

19 <ee$in& %nim%l' %t #ome i' c)uel

20 - %m intelli&ent

Wor& Gr!b it( Son'%

Level: Any Level

T#i' i' % (onde)ful %ctivity if you t#in> you) cl%'' need' (%>in& u$ % little

,#oo'e % 'on& t#%t t#e 'tudent' #%ve o) #%ve not #e%)d efo)e ,#oo'e 1015 $iece' of voc%ul%)y f)om t#e'on& %nd ()ite t#em on 'e$%)%te $iece' of $%$e) Bit# lo(e) level &)ou$' you m%y (%nt to $)onounce t#e

(o)d' (it# t#e 'tudent' fi)'t Stic> e%c# (o)d to t#e o%)d (it# $utty lue t%c>F ut t#e 'tudent' into 2

te%m' e%c# one in % line efo)e t#e o%)d l%y t#e 'on& B#en t#e 2 'tudent' %t t#e f)ont of t#ei) line #e%) %(o)d in t#e 'on& t#%t i' on t#e o%)d t#ey mu't )%ce e%c# ot#e) to &)% t#%t (o)d f)om t#e o%)d t#i' c%n &et

Cuite violent:F T#ey t#en &o to t#e %c> of t#e line %nd it' u$ to t#e ne=t $%i) T#e te%m (it# t#e mo't (o)d'

(in'

- dont u'u%lly 'to$ t#e t%$e 'o dont c#oo'e (o)d' t#%t come one %fte) t#e ot#e) -f you (%nt to m%>e it mo)edifficult you c%n $ut )ed #e))in&' u$ ou c%n u'u%lly $l%y t#e 'on& % cou$le of time' until t#ey &et %ll t#e

(o)d'

I% #o$r Conver%!tion St,le Fe"inine or .!%+$line5

Level: Medium

The following activity is loosely based on (onversation nalysis readings, so nothing is hard andfast doctrine. !t see%s to be thought+provo%ing and there may be a grain of truth in some of thestatements below. Femember also that men and women e4press themselves differently accordingto the ma%e+up of the conversation group. That is, the group may be mi4ed gender, all male or allfemale, hence the type of e4changes will be different+the atmosphere too. &urthermore, the groupmay be friends, wor%+mates, academics, a meeting....

!f nothing else, it should generate chat.

>ut yes )* or no )9* for the sentences below.

6enerally spea%ing, when ! converse with people ! %now:

• ! am a blunt person• ! critici7e people• ! am a little sarcastic• ! as% a lot of questions in a conversation, to find out about people, their thoughts, etc• ! rarely admit ! am wrong about something when ! am in a conversation• ! ma%e eye+contact and use body language in conversations

72



• ! generali7e• ! get personal with people in conversations; ! may even gossip about a mutual friend• ! compliment people spontaneously• ! use four+letter words, coarse language• ! li%e to tal% about myself• ! am a good listener• ! prefer to tal% about non+personal topics, such as unemployment, the economy, current

affairs ...

• ! usually tal% about personal problems, people, their way of being, hopes, desires, my family...

• ! get personal when ! write a letter to someone, but not face to face in a conversation• ! help to %eep a conversation flowing, ! am not provocative, controversial, confrontational ...• ! li%e to get my say, get in a few comments, no matter what the topic• ! don't assert something, but ! might preface a comment with 3! thin%, ! suppose, perhaps3• ! tal% a lot• !f ! as% a question, it is generally a yes+no answer ! am loo%ing for• ! don't mind tal%ing about a situation where ! was embarrassed, humiliated and so on

e'ult' A $e)'on%l vie(FMen+ it i' '%id+ %)e mo)e %''e)tive+ '%)c%'tic+ lon&(inded+ non$e)'on%l %nd 'o on+ (#ile (omen %)e

coll%o)%tive+ $e)'on%l %nd #%$$y to t%>e % %c> 'e%t in m%ny c#%t'it i' '%id So+ (o)>in& on t#e $)eviou'

%''e)tion'%nd mo)eyou c%n 'co)e t#e te't t#e follo(in& (%y!

4+ 6+ 8+ 9+ 12+ 14+ 16+ 18 %nd 21 (ould e mo)e feminine t)%it'&ene)%lly '$e%>in& t#e )e't+ m%le

"nce %&%in+ t#e %ctivity '#ould not &ive )i'e to %&&)e''ive e=c#%n&e'

73



A Conver%!tion I&e! - R!te t(e App!r!t$%

Level: Medium

Activity A

T#e m%ny #ou'e#old %$$%)%tu'm%c#ine'&%d&et' (e u'e %t #ome m%>e life %little it e%'ie)G t#e mic)o(%ve oven #e%t' t#in&' u$ Cuic>lyG t#e f)id&e >ee$'

$e)i'#%le &ood' f)e'#G t#e (%'#in&m%c#ine cle%n' ou) clot#e' %nd '%ve' u'time So+ (#en $ut to t#e te't+ (#ic# of t#e'e m%c#ine'%$$%)%tu' could (e

do (it#out- BE HAD T"I -n ot#e) (o)d'+ (#ic# of t#e'e m%c#ine' i' t#e

mo't im$o)t%nt+ &ene)%lly '$e%>in& et you) 'tudent' to m%>e % li't of tencommon one'+ %nd t#en &et t#em to li't t#em in o)de) of $e)ceived nece''ity

fo) (%nt of % ette) (o)dF He)e i' % li't - &le%ned f)om my $u$il'+ dont

'#o( it to t#e $u$il' %t fi)'t

ef)i&e)%to)

B%'#in& m%c#ineS#o(e)

ToiletTe%,offee m%>e)

T

%dio

Tele$#oneLi&#t ul

,oo>e)

"f cou)'e+ t#e'e item' mu't e )%ted %cco)din& to $e)ceived nece''ity+ %nd

t#e )%tin& mu't e @u'tified e%'on' fo) % c#oice mu't e &iven Student'(ill de%te t#e ;to$; nece''ity %nd 'o on+ do(n to t#e le%'t im$o)t%nt

item

Activity .

A)e t#e'e t#in&' nece''%)yI

74





- $ut on 'ome food fo) t#e ne=t d%y

- $#one i??% Hut- $ut t#e c#ild)en to ed

- )u'# my teet#

- unlo%d t#e (%'#in& m%c#ine$ut clot#e' on line- )u'# to do t#e (%'#in&u$

ou c%n %l'o &et t#e 'tudent' to tic> off t#e one' (#ic# t#ey )e&ul%)ly do

%nd c#ec> t#e mo't common %ctivitie'

Activity .

B%y' to $%'' t#e timeoccu$y you) mind'elf (#en you %)e!

-n % u' Cueue

B%itin& %t % 'u$e)m%)>et c#ec>out

-n % docto)' (%itin&)oomB%itin& fo) you) oy&i)lf)iend on % cold d%youtdoo)'

-n % cinem%t#e%t)e+ (%itin& fo) t#e film$l%y

-n % t)%ffic @%m-n %n %i)$o)tt)%in 't%tion

-n % liftelev%to)

ettin& you) #%i) donecutEtc

76



Tell "e !bo$t ",%el)

Level: Any Level

T#i' &%me (o)>' (ell (it# 'tudent' %t $)einte)medi%te level o) %ove %nd c%n e %d%$ted %cco)din&ly -t i'

%n o)i&in%l (%y of int)oducin& you)'elf %' % te%c#e)F to % cl%'' fo) t#e fi)'t time+ ut could %l'o e u'ed l%te)on

)e$%)e in %dv%nce+ on %n ove)#e%d t)%n'$%)ency o) (#iteo%)d+ % mind m%$ of you)'elf -n'te%d of u'in&

'entence' to de'c)ie you) life+ u'e 'in&le (o)d'+ nume)'+ d%te'+ 'ymol' %nd illu't)%tion' (#e)e $o''ile

o) e=%m$le - include info)m%tion %out my life in En&l%nd+ n%me' of 'ilin&'+ d%te of i)t#+ n%me of#ometo(n etc My #ometo(n i' Sto>eonT)ent (#ic# - t#en illu't)%te (it# % cu$ %nd '%uce) t#e otte)ie'+

%nd % foot%ll Sto>e ,ity , -t >ee$' t#em &ue''in&F

- include info)m%tion %out my #u'%nd n%me %nd illu't)%tion of @oF c#ild)en n%me'+ %&e'+ %nd i)t#d%y'Fou c%n %dd you) '#oe 'i?e+ #ei&#t+ illu't)%tion' of you) #oie' etc - d)%( % needle %nd t#)e%d 'e(in&+ %

$%i) of '>i' - en@oy '>iin&+ %nd % $encil d)%(in&

Any >ind of info)m%tion c%n e included 'e you) im%&in%tion: - live in S(eden %nd d)%( % $ictu)e of %

'no(m%n (it# % c)o'' t#)ou&# it to illu't)%te t#%t - dont li>e t#e (inte):et you) 'tudent' to tell you (#%t t#e info)m%tion me%n' o) e=%m$le

• /uly i' t#%t (#en you) i)t#d%y i'I

• Doe' t#e cu$ %nd '%uce) me%n you d)in> te%I

T)y %nd &et % &ood mi= of oviou' %nd le'' oviou' info)m%tion o) e=%m$le+ (#en - d)e( % fi'# to

illu't)%te t#%t - >e$t t)o$ic%l fi'#F it $)ovo>ed Cue'tion' li>e!• Do you e%t % lot of fi'#I

• Do you en@oy fi'#in&I

• -' you) 't%) 'i&n i'ce'I

ive t#em % clue if t#ey)e #%vin& $)olem' &ue''in&

77



T#i' &%me #%' (o)>ed (onde)fully fo) me in m%ny cl%''e' of v%)yin& level' To follo( u$+ &et you 'tudent'

to t%>e % fe( minute' to $)e$%)e 'omet#in& 'imil%) individu%lly+ %nd t#en (o)> in $%i)' &ue''in& (#%t t#einfo)m%tion me%n' %out t#ei) $%)tne)

/eople W(o777

Level: Any Level

An %ctivity (#o'e %im i' to com$lete 'entence' %nd %l'o t%>e %dv%nt%&e of t#e cont)iution' in o)de) to

&ene)%te de%te %nd inte)%ction

Ho(! /u't #%nd out t#e follo(in& '#eet (it# t#e #e%din&

E"LE BH"

And tell t#e 'tudent' t#ey #%ve to com$lete t#e 'entence' (it# )e%li'mnot @u't %ddin& on % &)%mm%tic%llyco))ect endin&

A< THE- ,AS "* THE ""TATH

BH" D"*T A TANI

BH" TH"B L-TTE "* THE "*DI

BH" -E M"*E T" ,HA-T-ESI

EAT ,-SS AT THE ,-*EMA AE

BH" D-*< A*D D-E

BH" TAEL A L"TI

BH" SAE L"TS " M"*E

BAT,H T ALL DA

78



" T" THE "EA

EAT "S LES

,L-M. EEEST

H*T BHALES

EAT T"" M,H

D-E T"" AST

/M OEES

BH-STLE AT -LS

SM"<E -* .L-, SA,ES

EA* A L"T " M"*E

TH"B THE- "LD ,""<E -*T" A -ELD

S*"E

Etc Add mo)e:F

*.! T#e ide% i' to &et $e)'on%l+ individu%l endin&' o) e=%m$le+ fo)

;eo$le (#o e%t c)i'$' in t#e cinem% K

- &ot!

%nnoy me

'#ould e%t t#em efo)e t#e '#o(

m%>e % lot of noi'e#%ve % )i&#t to do 'o :F

A' you c%n 'ee+ eve)yody #%' % diffe)ent %n'(e)%nd o$inion T#e l%tte) i' (#%t &ene)%te' t%l>

So you >ill t(o i)d' (it# one 'tone! ou $)%ctice &)%mm%) %nd you &et 'tudent' t%l>in&

FL# SWAT8

Level: Any Level

79



Divide you) cl%'' into 2 &)ou$'

,#oo'e 2 'tudent' %nd %'> t#em to &o to t#e %c> $%)t of t#e cl%'')oom %nd tu)n %c>Di'$l%y on t#e l%c>o%)d 20 voc%ul%)y (o)d' %nd ove) 10 of t#em $%'te ;flie'; m%de of c%)do%)d $%$e)

(it# % $iece of elc)o on t#em

ive ot# 'tudent' A fly '(%tte) (it# t#e ot#e) 'ide of elc)o on t#emT#e o@ective on t#e &%me i' t#%t you (ill '%y % (o)d %nd 'tudent' (ill tu)n %c> %nd )un to ;fly '(%t; t#e

(o)d t#%t #%' t#e u& ove) it T#e 'tudent' B#o ;>ill'; t#e fly #%' to '$ell t#e (o)d %nd t#en #e (ill 'co)e %

$oint fo) #i' te%m

Bit# t#e fly '(%tte) %nd t#e elc)o flie'+ you c%n invent m%ny diffe)ent &%me' T)y it:::

-ve (o)>ed (it# 4+ 5 %nd 6 &)%de)' %nd t#ey love t#i' &%me

/op

Level: Medium

N!"e Si0

Level: Any Level

T#i' &%me i' fun %nd c#%llen&in& %t t#e '%me time -t c%n e %d%$ted fo) vi)tu%lly %ny 'u@ect %nd %ny &)%de

level -t %llo(' t#e 'tudent' to )evie( m%te)i%l t#eyve le%)ned+ (it#out #%vin& to &et out % $encil %nd $%$e)

%nd %n'(e) Cue'tion' f)om t#e te=t

• A))%n&e 6 c#%i)' in % ci)cle %nd c#oo'e one $e)'on+ t#e te%c#e) o) %not#e) 'tudent+ to 't%nd out'ide t#e

ci)cle

• ive 'omeone in t#e ci)cle % 'tuffed %nim%l+ t#e funnie) t#e %nim%l t#e ette):

• T#e $e)'on out'ide t#e ci)cle 't%te' (#%t t#e $e)'on #oldin& t#e %nim%l #%' to n%me 'i= of

• T#e $e)'on t#en 't%)t' movin& t#e %nim%l %)ound t#e ci)cle %nd t#e ot#e) $l%ye)' $%'' it %)ound

• T#e $l%ye) mu't n%me 'i= of t#e o@ect' efo)e t#e %nim%l &et' %c> to #im o) #e)

o) e=%m$le+ let' '%y t#%t you #%ve @u't fini'#ed % voc%ul%)y unit on %nim%l' T#e $e)'on 't%ndin& out'ide

t#e &)ou$ m%y '%y 'omet#in& li>e+K *%me 'i= %nim%l' t#%t #%ve fu); T#e $e)'on 'ittin& in t#e ci)cle e&in'

n%min& 'i= %nim%l' %nd %t t#e '%me time+ t#e 'tuffed %nim%l i' ein& $%''ed %)ound t#e ci)cle -f t#e $l%ye)c%nnot n%me 6 %nim%l' (it# fu) y t#e time t#e 'tuffed %nim%l )e%c#e' #im+ #e #%' lo't %nd it' #i' tu)n to't%nd out'ide t#e &)ou$ %nd 'tunt t#e ot#e) 'tudent'

My 'tudent' %'olutely love t#i' &%me %nd 'o do - ec%u'e it )eCui)e' no $)e$ time:: -t m%y t%>e t#e 'tudent'

% fe( time' efo)e t#ey ecome 'ucce''ful %t t#e &%me+ ut eventu%lly -m 'u)e it (ill ecome one of t#ei)f%vo)ite' - #o$e you #%ve %' muc# 'ucce'' (it# *%me Si= %' - #%ve #%d

C!reer Letter%

80




My #i&# 'c#ool 'tudent' #%ve en@oyed t#i' %ctivity ve)y muc# -t #el$' t#em t#in> %out mo)e $o''iilitie'fo) % futu)e c%)ee) %nd i' % &)e%t ()itin& %ctivity T#ey %l'o le%)n #o( to ()ite % u'ine'' lette) y ()itin& %

)e%l lette)

M%ny ESL 'tudent' #%ve limited >no(led&e of c%)ee) $o''iilitie' %) too m%ny t#in> only in te)m' of

ecomin& % mec#%nic o) % 'ec)et%)y So fi)'t you di'cu'' (it# t#em 'ome of t#e o$$o)tunitie' t#ey #%ve

Student' c#oo'e % c%)ee) field %nd t#en ()ite % lette) to % 'c#ool )eCue'tin& info)m%tion %out t#%t field -tcould e %nyt#in& f)om %'t)onome) loc%l o) outofto(n unive)'ityF to elect)ici%n tec#nic%l in'tituteF to

t)%vel %&ent ye'+ t#e)e %)e t)%vel %&ency 'c#ool':F

ou #el$ t#em $e)fect t#e lette)' %nd m%il t#em out B#en t#ey &et % )e$ly+ '#%)e it (it# t#e cl%''

Le!rnin' .ont(% o) t(e #e!r

Level: E%'y

To te%c# youn&e) ESL 'tudent' <3F t#e mont#' of t#e

ye%)+ t%>e l%mented $ictu)e' )e$)e'entin& t#e mont#'!

/%nu%)y'no(m%ne)u%)y#e%)t

M%)c#'#%m)oc>

A$)ilum)ell%unnyE%'te) e&&

M%yflo(e)'/une'un(%te)melon

/ulyfl%&Au&u't'%ilo%tIIIII

Se$teme)%$$le'c#ool#ou'e

"ctoe)$um$>in *oveme)tu)>ey

Deceme),#)i'tm%' t)eeMeno)%#

H%ve t#e 'tudent' tell you (#ic# $ictu)e &oe' (it# e%c#

mont#+ o) $ut t#e $ictu)e' in o)de) y mont#

81



/er%on!l S$rve,


He)e i' % li&#t#e%)ted ide% to &et $u$il' t%l>in& in conve)'%tion cl%'' - #%ve %d%$ted %n ide% - found in %

&o''i$ m%&%?ine

TEA,HE T-

et you) 'tudent' to fill out t#i' mini 'u)vey ou c%n %'> t#em Cue'tion' %t t#e end of t#e e=e)ci'e o) &o

t#)ou&# t#e %n'(e)' %' t#ey %)e m%de "viou'ly+ you dont d(ell on t#e ;c#ild#ood; Cue'tion too muc#it'me%nt to e % it of fun .ut you '#ould &et 'ome mile%&e f)om t#e ;(#ite lie'; one

ES"*AL SE

Did you #%ve % #%$$y c#ild#oodI

B#en do you tell (#ite lie'I Tell u' one

T#e mo't c%$%le $e)'on in you) count)yI

%vo)ite noveli'tI

)oude't momentI

Bo)'t momentI L%'t (ee> if nece''%)yF

Mo't #%ted 'on&mu'ic %t t#e momentI

T#e l%'t $iece of mu'ic you ou&#tI

82



Be)e you &ood %t 'c#oolI

T#e &)e%te't influence on youI %)ent'+ f)iend' F

,u))ent ed'ide )e%din& m%te)i%lI

B#e)e (ill you &o (#en you dieI

B#%t do you %dmi)e mo't %out you)'elfI

"ne of you) m%in f%ult'I

A 'm%ll c)ime you once committedI Anyt#in& %t %llF

Mu'ic you (ould li>e $l%yed %t you) fune)%lI

., Ton

Level: Any Level

Activity A

Do you li>e t#e to(ncity you live inI B#yI B#y notI

Activity .

Te%c#e) m%>e' % li't of t#e $o'itive $oint' mentioned y t#e $u$il' Di'cu'' common %nd o)i&in%l comment'

Activity ,

Te%c#e) m%>e' % li't of ne&%tive comment' %out to(n'citie' mentioned

Activity D

THE EE,T T"B*,-T!

T#e cl%'' no( m%>e' % li't of t#e c#%)%cte)i'tic' of % $e)fect to(ncity o) e=%m$le+ t#e'e could include!

.icycle $%t#' *o 'mo>e

*o c%)'

S$o)t' f%cilitie'

*o violence

.e%utiful uildin&'

,ultu)e

Activity E

,om$%)e you) to(ncity (it# %not#e) one you >no(+ %nd m%>e % li't of t#e comment' Some e=%m$le'!

83



My to(n i' noi'ie) t#%n N+ ec%u'e

My city i' mo)e o)in& t#%n + ec%u'e

ou c%n &o on to mention %'$ect' 'uc# %'

ollution

ove)tyBe%lt#

)een %)e%'

Amenitie'T)%n'$o)t

He%lt#,)o(din&

,o't of livin&

Selfi'#ne''

Activity

T#e e't to(ncity you #%ve eve) een to'eenI

Cl!%% .i0er

Level: Any Level

T#i' &%me c%n e $l%yed (it# % )%n&e of diffe)ent level' -t c%n e u'ed $u)ely %' % mi=e)ice )e%>e) o) c%n

e %d%$ted to )einfo)ce t%)&et &%mit'+ &)%mm%) o) voc%ul%)y y di)ectin& t#e c#%t $o)tion of t#e &%meT#i' &%me i' e''enti%lly %n %do$tion of t#e old B#o %m -I &%me St%)t (it# % c#%t eit#e) in )ot%tin& &)ou$'

o) in %n inte)vie( fo)m%t T#i' $o)tion 'et' t#e level %nd focu' of t#e &%me o) e=%m$le % lo( inte)medi%te

cl%'' mi&#t e in't)ucted to %'> %ll of t#ei) cl%''m%te' % 'e)ie' of ;H%ve you eve)I; Cue'tion' A mo)e%dv%nced &)ou$ mi&#t e told to t%l> to %ll t#ei) cl%''m%te' %out % ce)t%in to$ic+ le%vin& t#e '$ecific

Cue'tion' u$ to t#em Bit# % lo(e) level &)ou$ - find % note t%>in& fo)m to e u'eful Afte) t#e c#%t $o)tion+

do t#e (#o %m - &%me u'in& you) 'tudent' n%me' T#ey mu't u'e t#e '%me t%)&et l%n&u%&e to %'> ye'noCue'tion' %nd find out (#o t#ey %)e

A&& ! Wor&

Level: Any Level

%tion%le! Student' $)%ctice &)%mm%) %nd 'ynt%=

M%te)i%l'! *one

Level'! All level'+ t#ou&# ette) fo) mo)e %dv%nced 'tudent'+ ec%u'e t#e &%me i' mo)e fun %t % Cuic> $%ce

Met#od! "ne 'tudent e&in' % 'entence y '%yin& only one (o)d A 'econd 'tudent mu't '%y % (o)d (#ic#

continue' t#e 'entence A t#i)d mu't continue+ %nd 'o on+ until 'omeone '%y' % (o)d t#%t doe' not fit

'ynt%ctic%lly o) &)%mm%tic%lly -f t#e 'entence come' to % lo&ic%l end (it#out e))o)+ t#e ne=t 'tudent m%y '%y;$e)iod; %nd e&in % ne( 'entence (it# % ne( (o)d

T#e te%c#e) m%y 'u&&e't % to$ic to &et t#in&' 't%)ted B#%t t#e 'tudent' '%y m%y %l'o e )eco)ded %nd $l%yed

%c>+ 'o t#e cl%'' c%n di'cu'' t#e e))o) t#%t 'to$$ed t#e 'entence

84



E=%m$le!

Te%c#e)! T#e to$ic i' $et'i)'t 'tudent! ;My ;

Second 'tudent! ; do&;

T#i)d 'tudent! ; #%' ;

ou)t# 'tudent! ; '$ot' ;ift# 'tudent! ; )o(n ;

T#e 'entence (ould 'to$ #e)e T#e te%c#e) (ould %'> t#e 'tudent' (#y+ #o$in& 'omeone e=$l%in' t#%t t#e

%d@ective )o(n no)m%lly come' efo)e %nd not %fte) t#e noun '$ot'

Ti"e In&i+!tor%

Level: Any Level

%tion%le! Student' $)%ctice u'in& diffe)ent 'u@ect $)onoun'+ ve) ten'e'+ %nd t#e time (o)d' %nd $#)%'e'

t#%t &o (it# t#em T#ey mu't %l'o e %le to )eco&ni?e diffe)ent fo)m' of t#e '%me ve)+ e'$eci%lly i))e&ul%)

ve)'

M%te)i%l'! *one

Level'! All .e&inne)' c%n $l%y u'in& only fou) ve) ten'e' $)e'ent+ $%'t+ futu)e+ %nd $)e'ent $)o&)e''iveFMo)e %dv%nced c%n $l%y u'in& %ll t#e ten'e'

Met#od! "ne 'tudent '%y' % time (o)d o) $#)%'e e& ne=t ye%)+ % fe( d%y' %&oF A 'econd 'tudent mu't

com$lete % 'entence u'in& t#e $)o$e) ve) ten'e T#%t 'tudent t#en '%y' % diffe)ent time (o)d o) $#)%'e At#i)d 'tudent u'e' it to fo)m % 'entence+ ut m%y not u'e t#e '%me ve) o) 'u@ect $)onoun t#e 'econd 'tudent

u'ed

e) ten'e' m%y e )e$e%ted if nece''%)y+ ut ve)' m%y not+ %nd 'u@ect $)onoun' m%y e )e$e%ted only

%fte) t#ey #%ve %ll een u'ed once

T#e &%me c%n continue %' lon& %' t#e te%c#e) (%nt'+ t#ou&# t(o )un' t#)ou&# %ll t#e 'u@ect $)onoun' i' %n%$$)o$)i%te len&t# T#e te%c#e) m%y ()ite t#e full 'entence' on t#e o%)d+ ut '#ould %t le%'t >ee$ t)%c> of

(#ic# 'u@ect $)onoun' %nd ve)' #%ve een u'ed

E=%m$le!

i)'t 'tudent! ;At t#e moment ;Second 'tudent! ; - %m 'ittin& in % cl%'')oom;

Second 'tudent! ;L%'t ye%) ;

85



T#i)d 'tudent! ; t#ey (ent to Eu)o$e;

T#i)d 'tudent! ;Eve)y d%y ;ou)t# 'tudent! ; '#e t%>e' t#e u' to (o)>;

Flip ! C!r&

Level: Any Level

%tion%le! Student' develo$ voc%ul%)y %nd+ %t #i&#e) level'+ $)%ctice $)o$e) (o)d o)de) y fo)min&

'entence'

M%te)i%l'! St%nd%)d dec> of $l%yin& c%)d'

Met#od! o) e%c# c%)d f)om %ce to >in&+ %''i&n t(o lette)' of t#e %l$#%et+ %nd ()ite t#e'e on t#e o%)dA''i&nin& lette)' c%n e done %t )%ndom+ ut it i' lo&ic%l to #%ve 'ome 'o)t of o)de)+ e&!

A 2 3 4 5 6 7 8 9 10 J Q K

A B C D E F G H I J K L M

N O P Q R S ! " # $ % &

o) e&inne)'! li$ % c%)d T#e 'tudent mu't t#in> of % (o)d e&innin& (it# one of t#e lette)' t#%t c%)d

)e$)e'ent' -f+ fo) e=%m$le+ t#e c%)d i' % 3+ t#e 'tudent mu't '%y % (o)d e&innin& (it# , o) %)i%tion! T#e(o)d mu't fit % c%te&o)y+ e& %nim%l'+ occu$%tion'+ etc

fo) #i&#e) e&inne)' %nd inte)medi%te! li$ % ce)t%in nume) of c%)d''%y+ 'even E%c# 'tudent mu't ()itedo(n % 'entence u'in& (o)d' e&innin& (it# t#e &iven lette)'+ in o)de) -f t#e te%c#e) 'o (i'#e'+ t#e 'tudent'

c%n (o)> in 'm%ll &)ou$' Student' t#en )e%d t#ei) 'entence' %loud

o) %dv%nced! T%>in& tu)n' (it# e%c# c%)d fli$$ed+ 'tudent' o)%lly fo)m &)%mm%tic%lly %nd 'ynt%ctic%llyco))ect 'entence' o) e=%m$le!

C'()*+ A, Q, K, Q, K, 6, 8, 7, 5, 4, 4, 10, 2, K, 2, 2, 8, 9, A, 7-

S'./ *+ A o .o ':) .((;, <o( :;* (

E/:' )(' =; >:; o(' ?@('* @(o: o( :(,

I;, ': ;('<<*-

86



1in'o8 9Wit( irre'$l!r verb%

Level: E%'yT#e te%c#e) $)e$%)e' % 5=5 &)id (it# 25 i))e&ul%) ve)' in t#e $%'t ten'e in e%c# 'Cu%)e M%>e enou&#

v%)i%tion' of t#e'e &)id' 'o e%c# 'tudent #%' one t#%t i' 'li&#tly o) ve)yF diffe)ent

T#e te%c#e) t#en c%ll' out t#e ve)' in t#ei) $)e'ent ten'e fo)m until % 'tudent &et' five in % di%&on%l o)

#o)i?ont%l )o( .in&o:

B#ile it m%y 'eem timecon'umin& to m%>e t#e &)id'+ t#ey c%n e u'ed ove) %nd ove) T#i' &%me i' )eceived

ve)y ent#u'i%'tic%lly ec%u'e often+ 'tudent' %)e %l)e%dy f%mili%) (it# it -t i' &)e%t %' % (%)mu$ %ctivity %nd

c%n #%ve m%ny v%)i%tion' $%'t$%)tici$le+ time of d%y+ voc%ul%)yF

;<eop!r&,;


Select 4 o) 5 c%te&o)ie' eit#e) &ene)%l - no)m%lly u'e count)ie'+ '$o)t'+ %nim%l'+ food %nd d)in> %nd n%me'F

o) %)e%' f)om t#e te=too> t#%t i' in u'e %nd t#en divide t#e o%)d into t#)ee %''i&nin& e%c# %)e% (it# % $oint 'co)e 100+ 200+ 300 etcF Divide t#e cl%'' into te%m'+ o) &et t#em to (o)> individu%lly %nd %'>

t#em to 'elect % c%te&o)y %nd % 'co)e

,ount)ie' S$o)t' Anim%l' PD *%me'

QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ

1

87



0

0


2

0

0


30

0


Du)in& you) $)e$%)%tion time+ t#in> %out t#e e%'ie't %nd #%)de't %n'(e)' fo) e%c# c%te&o)y %nd t#e level of

t#e 'tudent' %nd con'ide) #o( m%ny $o''ile %n'(e)' t#e)e %)e fo) e%c# lette) of t#e %l$#%et in t#e c%'e of'$o)t'! A)c#e)y+ .%'>et%ll+ ,)ic>et+ Divin&+ ECue't)i%n+ etcF

-f % te%m o) individu%l i' un%le to %n'(e) o) &ive' %n inco))ect )e$ly+ t#en t#%t lette) )em%in' in t#%t $oint)%n&e until 'omeone %n'(e)' co))ectly -f % 't%lem%te 'itu%tion eve) occu)' &ive co))ect %n'(e)' %nd

encou)%&e t#e 'tudent' to )e$e%t t#em % fe( time'+ 'o %' t#ey (ill )ememe) t#em

T#i' &%me i' lot' of fun+ %nd my 'tudent' %l(%y' (%nt to $l%y

o) v%)i%tion+ you c%n d)%( % 'occe) $%)> o) %'>et%ll cou)t on t#e o%)d %nd %''i&n %)e%' in t#e '%me (%y

A&verbi!l C(!r!&e%Level: Any Level

E%c# 'tudent i' &iven % c%)d (it# % f%mili%) %dve) on itie Cuic>ly+ %n&)ily+ loudly+ #%$$ily T#en t#e cl%''

tell' t#e 'tudent to do 'omet#in& 'o t#ey c%n &ue'' (#%t %dve) i' on t#e c%)d T#ey c%n tell t#e 'tudent to dot#in&' in $%ntomime+ li>e d)in> % o(l of 'ou$+ o) )e%lly do it in cl%''+ li>e o$en % doo) o) t%>e % oo> f)om

t#e te%c#e) ,%nt )ec%ll (#e)e - )e%d t#i' ide%+ ut it i' fun %nd c%n e $l%yed in te%m'F

W(o !" I55Level: Any Levelou c%n u'e t#i' (it# %ny 'u@ect B)ite t#e n%me' of f%mou' $eo$le mi=ed n%tion%litie'F on 'm%ll $iece' of

$%$e) T%$e % n%me on t#e fo)e#e%d of e%c# 'tudent T#e individu%l 'tudent '#ould not 'ee #i' o) #e) $%$e)+

ut t#e ot#e)' '#ould T#en+ li>e (it# 20 Cue'tion'+ only ye' o) no Cue'tion' '#ould e %'>ed e)#%$' 't%)t

(it# you)'elf %nd %'> ;Am - %m m%nI; -f t#e %n'(e) i' ye'+ - c%n %'> %&%in+ ut if t#e %n'(e) i' no+ it' t#e

88



ne=t $e)'on' tu)n l%y until eve)yone #%' &ue''ed (#o #e o) '#e i': T#i' c%n e $l%yed (it# n%tion%litie'+

count)ie'+ #ou'e#old o@ect'+ %nyt#in& %nd it' % &%'+ e'$eci%lly fo) %dult 'tudent'::

G$e%% t(e Ob*e+t

Level: Any Level

T#e te%c#e) $)e$%)e' cutout $ictu)e' t#%t %)e $%'ted o) t%$ed to inde= c%)d' "ne 'tudent 'elect' % c%)d %nd

mu't de'c)ie it in En&li'# until %not#e) 'tudent c%n &ue'' t#e o@ect T#i' i' ve)y muc# li>e ;20 Oue'tion'; ut in'te%d of t#e c#%llen&e ein& to %'> Cue'tion'+ t#e onu' i' on t#e c%)d#olde) to ve)%li?e t#e

de'c)i$tion

T#e te%c#e) '#ould e c%)eful to 'elect $ictu)e' t#%t )eflect t#e voc%ul%)y level of t#e 'tudent' Sim$le

o@ect'+ li>e ;%y;+ ;doo); o) ;c%); %)e &ood fo) e&inne)' L%te) on+ mo)e com$lic%ted $ictu)e' t#%t 'u&&e't

%ction'+ 'cene' %nd )el%tion'#i$' could e u'ed+ li>e! ;mot#e) %t#in& c#ild;

;Ti+ T!+ Toe; or ;No$'(t% !n& Cro%%e%;

Level: Any Level

T#i' i' % &ood &%me fo) % )evi'ion o) fo) % )e%de)' di'cu''ion Divide t#e cl%'' into t(o &)ou$' D)%( % &)id

of nine 'Cu%)e' on t#e o%)d %nd ()ite % nume) on e%c# 'Cu%)e f)om 1 to 9F )e$%)e nine Cue'tion' %nd 'etone Cue'tion fo) e%c# nume) T#e &)ou$' c%ll out t#e nume)' %nd if t#ey %n'(e) t#e Cue'tion co))ectly+

t#ey &et t#e $oint T#e &o%l of t#e &%me i' to m%>e % line #o)i?ont%l+ ve)tic%l o) di%&on%lF

Q$e%tion !n& An%er G!"e A+tivit,

Level: Any Level

'u%lly 'tudent' %n'(e) com$)e#en'ion Cue'tion' %fte) % )e%din& B#y not #%ve 'tudent' c)e%te t#ei) o(n

com$)e#en'ion Cue'tion'I - #%ve %nd it (o)>' (ell+ e'$eci%lly if t#i' %ctivity i' tu)ned into % &%me - do t#i' y #%vin& 'tudent' in 'm%ll &)ou$' (o)> to&et#e) to ()ite Cue'tion' %out t#e te=t "nly Cue'tion' (#ic# c%n

e %n'(e)ed y t#e te=t %)e %llo(ed "$inion Cue'tion' %)e not %llo(ed Afte) &)ou$' fini'# ()itin& t#ei)Cue'tion'+ t#ey %'> t#ei) Cue'tion' to %not#e) &)ou$ (#ic# mu't %n'(e) (it#in % '$ecified %mount of timet#e te%c#e) decide' t#e time %cco)din& t#e cl%'' levelF -f t#e %n'(e) i' co))ect %nd &iven (it#in t#e time

$e)iod+ t#e %n'(e)in& te%m )eceive' % $oint -f t#e %n'(e) i' inco))ect o) not found (it#in t#e time $e)iod+

t#e Cue'tionin& &)ou$ )eceive' % $oint+ ut t#ey mu't info)m t#e ot#e) &)ou$ of t#e %n'(e) E%c# &)ou$ t%>e'tu)n' %'>in& %nd %n'(e)in& Cue'tion'

89



6i"=% G!"e on Vi&eo

Level: Any Level

T#e t)%dition%l ;<im' %me; u'e' % t)%y full of o@ect' to 't)etc# t#e memo)y %nd voc%ul%)y of t#e $l%ye)'

T#i' ve)'ion u'e' movin& $ictu)e' T#e)efo)e+ % l%)&e) )%n&e of voc%ul%)y+ (o)d cl%''e'+ %nd $#)%'e' c%n e

elicited

To l%y1 Select %ny 'eCuence t#%t 'c%n' ove) % l%)&e nume) of o@ect'+ $eo$le o) include' m%ny %ction'

E=%m$le'!

• T#e o$enin& of ;M%'te)$iece T#e%t)e;

• T#e o$enin& of ;Mi%mi ice;

• T#e toy 'to)e in ;Home Alone --;

• A di'$l%y of Cui? &%me $)i?e'

2 Allo( $l%ye)' to vie( t#e 'e&ment once T#ey %)e not %llo(ed to t%>e note'

3 -ndividu%lly o) in &)ou$'+ fo)m % li't of %' m%ny of t#e o@ect'+ $eo$le o) %ction' in t#e 'cene %' c%n e

)ememe)ed

4 l%y t#e 'cene %&%in u'in& 'till f)%me' to c#ec> off t#e t#in&' on t#e li't Sco)e one $oint fo) e%c# co))ect

item ut minu' one fo) %ny item on t#e li't t#%t i' not in t#e 'cene

%)i%tion

90



*%))o( t#e )%n&e of t#in&' %llo(%le on t#e li't

E=%m$le'!

• T#in&' t#%t 't%)t (it# $ic> % lette) of t#e %l$#%etF

• T#in&' t#%t %)e $ic> % colo) o) Cu%lityF

• T#in&' m%de of $ic> % m%te)i%lF

• T#in&' u'ed fo) $ic> %n %ctionF

Vi&eo S+!ven'er H$nt

Level: Any Level

,#oo'e % movie+ % 'e)ie' of T comme)ci%l' o) %ny ot#e) videot%$ed )e'ou)ce t#%t you li>e o) t#%t le%)ne)'

%)e f%mili%) (it# %nd com$ile li't' of t#in&' fo) vie(e)' o) li'tene)' to find -t i' %l'o $o''ile to $)e$%)e %

li)%)y of film' %nd %llo( t#e $l%ye)' to 'e%)c# t#e t%$e'

E%c# te%m &et' % diffe)ent li't -f only one m%c#ine i' %v%il%le+ % time limit m%y e 'et %nd t#e te%m t#%t

find' t#e mo't in t#e %llotted time (in' -t i' %l'o $o''ile to %''i&n t#i' %' % (ee> lon& #unt on 'tudent'o(n timeF -n 'uc# % c%'e+ one t%$e o) m%ny t%$e' c%n e u'ed

He)e %)e 'ome 'u&&e'ted c%te&o)ie'!

-nfo)m%tion! A'> $l%ye)' to find '$ecific f%ct' o) fi&u)e' T#e'e f%ct' m%y e ve)%l o) vi'u%l -nfo)m%tion

found on c#%)t'+ &)%$#' %nd in t#e clo'in& c)edit' of % film %)e &ood 'ou)ce'

,ount'! ,ount t#e nume) of time' % ce)t%in (o)d i' '%id in % cli$ ,ount t#e nume) of $eo$le o) o@ect' of

% ce)t%in Cu%lity e& $eo$le+ (#o %)e m%le+ o) $eo$le (e%)in& lue+ o) o@ect' m%de of (oodF ,ount t#enume) of $eo$le doin& % $%)ticul%) %ctivity e& $eo$le (#o t%l> to % $%)ticul%) c#%)%cte)+ $eo$le 'lee$in& incl%''+ $eo$le o%)din& % t)%inF ,ount t#e nume) of time' % $%)ticul%) %ction i' $e)fo)med e& nume) of

time' % c#%)%cte) &oe' u$ %nd do(n 't%i)'+ c)o''e' % )id&e+ li&#t' % ci&%)etteF

Scene'! ind % $%)ticul%) 'cene e& % love 'ceneF+ loc%tion e& % )ive)+ %)i'F+ vie( o) 'oci%l %ctivity e& %

$icnic+ % '$eec#F

91





An individu%l &%me u'u%lly t%>e' et(een 15 %nd 20 minute' to com$lete

-f you >ee$ 'eve)%l t)%n'$%)encie' of t#e &)id #%ndy+ you c%n $)e$%)e % &%me $)etty f%'t fo) t#e l%'t $%)t of

t#e cl%'' -f you %)e doin& % unit on i))e&ul%) $%'t ten'e+ you c%n $)e$%)e % &)id u'in& t#e '$ecific ve)' t#%t

you )evie(ed in t#e le''onT#i' &%me (%' int)oduced to me y vete)%n Lo' An&ele' nified Sc#ool Di't)ict te%c#e) id% Hellm%n no(

)eti)edF

/rove it


ive you) 'tudent' one o) mo)e 't%tement' to $)ove o) di'$)ove T#e 't%tement' c%n tie in (it# t#e to$ic o)

t#e &)%mm%) $oint of t#e cl%'' E=%m$le'! *oody in t#i' cl%'' li>e' (inte) Eve)yone #e)e c%n d)%( %ol>'(%&en .eetle c%)

Student' t%l> to %' m%ny ot#e) 'tudent' %' $o''ile to $)ovedi'$)ove t#e 't%tement' T#en t#ey &ive feed%c>to t#e cl%''! T#i' 't%tement i' not t)ue T#e)e %)e %t le%'t 5 $eo$le in t#i' cl%'' (#o li>e (inte)

W(!t=% t(e Wor&5


"n %n inde= c%)d+ ()ite % (o)d e=%m$le! 'c#oolF %nd ()ite 4 o) 5 >ey (o)d' t#%t c%nnot e u'ed to de'c)iet#%t $%)ticul%) (o)d E=%m$le! te%c#e)'+ l%c>o%)d'+ 'tudent'+ de'>'+ te't'F Any ot#e) (o)d' c%n e u'ed

e=ce$t fo) t#e (o)d' ()itten on t#e inde= c%)d A '%m$le c%)d (ould loo> li>e t#i'!

S,H""L

te%c#e)'

l%c>o%)d'

'tudent'de'>'

te't'

Tent, Q$e%tion%

Level: Any Level

i)'t one meme) of t#e cl%'' c#oo'e' %n o@ect+ %n occu$%tion+ o) %n %ction (#ic# eve) you decide T#en

meme)' of t#e cl%'' t)y to di'cove) (#%t it i' y %'>in& Cue'tion' (#ic# c%n e %n'(e)ed y ;ye'; o) ;no;

o) e=%m$le+ if t#e 'u@ect i' ;occu$%tion'; t#en t#e Cue'tion' mi&#t e li>e t#e'eDo you (o)> in t#e evenin&'I

93





A F$n Re!&in' Q$i> G!"e

,ent)%l -n'titute of En&li'# %nd o)ei&n L%n&u%&e' e%din& i' 'een %' % o)in& t%'> fo) mo't 'tudent'

%ttendin& l%n&u%&e cl%''e' on % $)ofe''ion%l cou)'e T#i' &%me '#o(' #o( )e%din& c%n e m%de %n e=citin&

%ctivity if it i' $)e'ented in t#e fo)m of % Cui?

Intro&$+tion

A l%c> of inte)e't in %ttendin& l%n&u%&e cou)'e' i' % $e)'i'tent $)olem t#%t mo't te%c#e)' te%c#in& En&li'# to

'tudent' en)olled in $)ofe''ion%l cou)'e' f%ce And (#en l%n&u%&e cl%''e' %)e %ttended+ t#e i&&e't c#%llen&e

lie' in motiv%tin& 'tudent' to )e%d B#ile te%c#in& on % communic%tion' cou)'e to fi)'t ye%) en&inee)in&'tudent'+ (e found t#%t one (%y of motiv%tin& 'tudent' to )e%d+ im$)ove t#ei) 'tudy '>ill' %nd $)omote $ee)

te%c#in&le%)nin& %nd &)ou$ dyn%mic' (%' to tu)n t#e )e%din& %ctivity into % Cui?

/ro+e&$re

Student' (e)e $)ovided (it# % )e%din& te=t T#ey (e)e %'>ed to )e%d t#e enti)e te=t once individu%lly

T#e 'tudent' (e)e t#en divided into t(o &)ou$' T#e te=t (%' %l'o divided into t(o 'ection' of

%$$)o=im%tely eCu%l len&t# E%c# &)ou$ (%' %''i&ned one #%lf of t#e te=t T#e t(o &)ou$' (e)e in't)ucted to

)e%d t#e $%''%&e' %''i&ned to t#em T#ey t#en #%d to f)%me Cue'tion' %'ed on t#e $%''%&e t#%t t#ey (ould

95



$o'e to meme)' of t#e o$$o'ite &)ou$ T#e te%c#e) t#en l%id do(n % fe( &uideline' t#%t t#ey #%d to follo(

(#ile $)e$%)in& t#e Cue'tion' T#e Cue'tion' f)%med #%d to include com$)e#en'ion Cue'tion'+ ot# &lo%l%nd infe)enti%l+ voc%ul%)y item' %nd &)%mm%) item' T#e 'tudent' (e)e told t#%t t#ey could u'e diffe)ent

e=e)ci'e ty$e' 'uc# %' t)uef%l'e+ ye'no+ $)ovidin& (o)d' f)om t#e te=t t#%t m%tc#ed % $%)ticul%) diction%)y

me%nin&+ 'ynonym'+ %ntonym' %nd 'o on T#ey (e)e encou)%&ed to u'e t#e diction%)y (#ile f)%min&Cue'tion' E%c# meme) of t#e &)ou$ #%d to cont)iute %t le%'t t(o Cue'tion' Afte) #%vin& $)e$%)ed t#e

Cue'tion' t#ey (e)e %'>ed to )e%d t#e ot#e) #%lf of t#e $%''%&e %' t#ey (ould #%ve to %n'(e) Cue'tion' %'ed

on it t#ey (ould e %'>ed Cue'tion' y t#e o$$o'ite &)ou$F

"nce %ll t#e Cue'tion' #%d een $)e$%)ed %nd t#e &)ou$' (e)e )e%dy to e&in t#e Cui?+ t#e )ule' of t#e &%me

(e)e l%id do(n E%c# $e)'on in % &)ou$ &ot % c#%nce to %'> % Cue'tion to % meme) of t#e o$$o'ite &)ou$

T#i' (%' to en'u)e t#%t eve)y one &ot % c#%nce to %'> % Cue'tion %nd %n'(e) one %' (ell T#e $e)'on (#o%'>ed t#e Cue'tion (ould decide if t#e %n'(e) (%' t#e co))ect one -n c%'e of dout o) %ny di'%&)eement+ t#e

te%c#e) (ould 'te$ in %nd medi%te E%c# co))ect %n'(e) (%' (o)t# one $oint E%c# te%m (%' &iven % time

limit of t(o minute' to %n'(e) % Cue'tion )om$tin& % te%m meme) (%' di'cou)%&ed All t#e 'tudent' (e)et#e)efo)e )eCui)ed to )e%d t#e te=t (ell T#e te%m (it# t#e m%=imum nume) of $oint' (ould e decl%)ed t#e

(inne)

"nce t#e 'tudent' e&%n (o)>in& on t#e '$ecific te=t' %''i&ned to t#em (e found t#%t!

• T#ey en&%&ed (it# t#e te=t (it# % de&)ee of inten'ity %nd t#o)ou&#ne'' t#%t (e #%d not 'een e%)lie)

• T#ey u'ed t#ei) diction%)ie' to loo> u$ me%nin&' of ne( (o)d' Ent)ie' (it# multi$le me%nin&' (e)e

loo>ed %t mo)e c%)efully %nd cl%)ific%tion' (e)e 'ou&#t f)om t#e te%c#e) %out t#ei) u'e T#ey e&%nto $%y mo)e %ttention to 'ymol' %ccom$%nyin& t#e ent)ie' li>e H+ -DM 'u%lly+ t#e 'tudent'i&no)ed t#e info)m%tion conveyed y t#e'e 'ymol'

• E%c# meme) of t#e &)ou$ $%)tici$%ted %ctively in t#e $)e$%)%tion of Cue'tion' Even t#o'e (#o (e)e

&ene)%lly Cuiet in cl%'' too> inte)e't in t#e %ctivity o''ile Cue'tion' (e)e 'u&&e'ted %nd (#ile'ome (e)e %cce$ted ot#e)' (e)e )e@ected on t#e &)ound' t#%t t#ey (e)e too e%'y o) di)ect At %ll

time'+ t#e ende%vo) (%' to $o'e c#%llen&in& Cue'tion' to meme)' of t#e o$$o'ite &)ou$

• "ne &)ou$ 'udivided it'elf into 'm%lle) &)ou$' %nd e%c# &)ou$ too> u$ t#e )e'$on'iility of

$)e$%)in& % 'et of Cue'tion' fo) diffe)ent e=e)ci'e ty$e' T#ey t#en &ot to&et#e) %nd com$iled t#eenti)e 'et of Cue'tion'

• )ou$ meme)' en'u)ed t#%t t#e (e%>e) meme)' of t#ei) &)ou$ #%d loo>ed %t 'ome of t#e mo)e

im$o)t%nt $oint' in t#e te=t c%)efully 'o t#%t t#ey (ouldnt lo'e $oint' -n f%ct+ 'ome ve)y cove)t $)om$tin& did occu) until meme)' of t#e o$$o'ite &)ou$ o@ected: T#e $oint (e (ould li>e to 't)e''

#e)e i' t#%t eve)yone (%' involved in t#e %ctivity %nd mo)e im$o)t%ntly t#e 'tudent' t#em'elve' did

t#e te%c#in&le%)nin&

• Due to t#e n%tu)e of t#e e=e)ci'e+ t#e 'tudent' (e)e )el%=ed Since it (%' $e)ceived of %' % &%me+

%n=iety level' (e)e lo( %nd %ll (e)e motiv%ted to $%)tici$%te -t i' in % (ell>no(n f%ct t#%t %

le%)nin& 'itu%tion t#%t #%' % lo( %ffective filte)K <)%'#en+ 1987F )educe' %n=iety %nd m%>e' le%)ne)'

mo)e comfo)t%le T#i' encou)%&e' t#em to u'e l%n&u%&e %nd le%)nin& ecome' mo)e effectiveLittle(ood+ 1995F

96



in%lly %nd mo't im$o)t%ntly+ t#e 'tudent' )e%d % te=t enti)ely on t#ei) o(n (it#out )e%li?in& t#%t t#ey (e)e

$e)fo)min& % t%'> t#%t mo't of t#em di'li>ed EAD-*

Con+l$%ion

T#i' >ind of %ctivity i' one (%y of motiv%tin& 'tudent' to )e%d %nd 'u't%inin& t#ei) inte)e't in )e%din& B#en

)e%din& ecome' % &%me it t%>e' %(%y t#e monotony t#%t t#ey %$$e%) to %''oci%te (it# t#e %ct of en&%&in&

(it# t#e $)inted $%&e -n'te%d t#e &%me %'$ect come' to t#e fo)e&)ound T#e 'tudent elieve' #e i' $l%yin& %&%me of cou)'e 'ome 'm%)t one' )e%li?e (#%t i' %ctu%lly #%$$enin&:F %nd t#e te%c#e) 'ucceed' in &ettin&

#im to )e%d (it#out #i' &ettin& o)ed

A' t#e 'tudent' 't%)t )e%din& mo)e com$le= $%''%&e'+ t#e te%c#e) c%n modify t#e )ule' of t#e &%me to include

mo)e c#%llen&in& e=e)ci'e ty$e' )ou$' c%n e %'>ed to $)e$%)e e=e)ci'e' fo) t#ei) cl%''m%te' (#o c%n