Resourceful English Teacher
Resourceful English Teacher
Resourceful English Teacher
ersvectives
Series Editor Mike Burghall
The
Resourceful
English Teacher
A complete teaching companion
Jon Chandler
Mark Stone
Foreword
T h i s is, i n m a n y w a y s , t h e b o o k that w e w o u l d
like t o h a v e b e e n a b l e t o h a v e t o h a n d o u r s e l v e s -
b o t h as i n e x p e r i e n c e d t e a c h e r s starting o u r first
jobs and as more e x p e r i e n c e d teachers l o o k i n g for
fresh i n s p i r a t i o n .
Rather t h a n f o c u s i n g o n o n e r e s o u r c e a r e a , a s i s
addresses t h e f u l l b r e a d t h o f r e s o u r c e s a v a i l a b l e t o
the l a n g u a g e t e a c h e r , a n d offers a w i d e v a r i e t y o f
T h i s b o o k a i m s to be a r e s o u r c e in itself,
presenting stimulating options a n d alternatives
but w i t h o u t p r e s c r i b i n g a s p e c i f i c a p p r o a c h t o
teaching. It c a n be ' d i p p e d into' for a n e w w a y of
r e c y c l i n g v o c a b u l a r y , for e x a m p l e , o r i t c a n b e
read at greater l e n g t h in o r d e r to get a fresh
p e r s p e c t i v e o n u s i n g , say, n e w s p a p e r s o r t h e O H P .
I n short, w e h o p e that i t w i l l e n a b l e y o u t o
Jon Chandler
M a r k Stone
Contents
Page
Foreword 3
Introduction 6
Section 1 9
Newspapers
U s i n g w h o l e newspapers to d e v e l o p and practise reading and speaking skills
Section 2 14
Articles
M a k i n g the most o f i n d i v i d u a l articles f r o m m a g a z i n e s a n d n e w s p a p e r s
Section 3 20
Songs
Successfully c a p i t a l i s i n g on the potential of songs
Section 4 25
Readers
U s i n g graded readers effectively, both in the class a n d in the students' o w n t i m e
Section 5 31
Icebreakers a n d W e l c o m i n g Activities
G e t t i n g c l a s s e s a n d c o u r s e s o f f t o a g o o d start
Section 6 36
Dialogues
M a k i n g the most effective use of d i a l o g u e s f r o m any source
Section 7 40
W a r m e r s a n d Fillers
C h a n g i n g pace, providing contrast and filling a w k w a r d gaps without wasting time
Section 8 47
Circles
G e t t i n g g r a m m a r a n d v o c a b u l a r y out i n the o p e n
4
Page
Section 9 52
Questionnaires
H e l p i n g students t o create their o w n lesson a s they ask a n d a n s w e r their o w n q u e s t i o n s
Section 10 57
T h e W o r d Box
R e c y c l i n g lexis so that it b e c o m e s part of the s t u d e n t s ' a c t i v e v o c a b u l a r y
Section 11 62
Dictionaries
H e l p i n g students use this often n e g l e c t e d resource to the full
Section 12 67
The O H P
C o n v e r t i n g a tool for presentations into a m e d i u m for interactive learning
Section 13 72
Computers
U s i n g t h e c o m p u t e r a s a v e r s a t i l e l e a r n i n g a i d w i t h o r w i t h o u t t h e latest s o f t w a r e
Section 14 79
T h e Radio
E x p l o i t i n g a rarely used but surprisingly effective m e d i u m
Section 15 83
T V and Video
G e t t i n g v i d e o t o w o r k rather than s i m p l y entertain
Appendix . 89
5
Introduction
Today's language c l a s s r o o m is a c o m p l e x a n d
Planning Your Lessons
varied place. The d e m a n d s m a d e on the language
The Resourceful English Teacher is not a b o o k of
t e a c h e r are n o less c h a l l e n g i n g .
l e s s o n p l a n s b u t o f a c t i v i t i e s , strategies a n d g a m e s ,
( c o m p u t e r , v i d e o , internet). O n t h e o t h e r h a n d ,
• S t u d e n t s e n j o y songs b u t , in fact, rarely
y o u m a y find yourself in a p l a c e w h e r e e v e n a
w a n t t o s i n g t h e m . W h a t else c a n y o u d o ?
b l a c k b o a r d w o u l d be a luxury.
• L o w l e v e l s t u d e n t s f i n d video d a u n t i n g .
In b o t h c a s e s , y o u are r e q u i r e d to be resourceful.
W h a t k i n d s o f tasks c a n b r i d g e t h e gap?
This b o o k is designed to help y o u in either of
these c i r c u m s t a n c e s , o r a s i s m o r e t h a n p r o b a b l e , • H o w c a n y o u use t h e O H P t o c r e a t e a n
i n a n y o f the v a r i e t y o f s i t u a t i o n s that l i e b e t w e e n . interactive grammar game?
• W h a t do y o u do w i t h a radio in a
Using This Book classroom?
w e a l t h o f ideas t o h e l p y o u b u i l d u p a a n d a t d i f f e r e n t stages o f t h e c o u r s e .
the ideas i n t h e b o o k m a y a l r e a d y b e to i n d i c a t e a c h a n g e of p a c e or f o c u s , or at
tested activity, w e h a v e a t t e m p t e d t o f i n d a
• A circle game m i g h t be u s e d to f i n d o u t
n e w twist. H o w e v e r , most w i l l b e n e w a n d
w h a t students k n o w or to practise w h a t y o u
w i l l h e l p y o u t o see t h e r e s o u r c e s a v a i l a b l e
h a v e a l r e a d y t a u g h t t h e m ... o r b o t h .
to y o u in a n e w l i g h t .
•
• A n icebreaker c a n b e u s e d a t t h e b e g i n n i n g
• For the teacher trainer, t h e r e is a w i d e
of a c o u r s e or as a w a y of c l e a r i n g the air
range o f m a t e r i a l s t o h e l p y o u p l a n s e s s i o n s
after a n e x a m .
o n i n d i v i d u a l areas o f c l a s s r o o m t e c h n i q u e .
6
Planning Your Course
If y o u w o r k w i t h a c o u r s e b o o k y o u m a y be • W o r d box a c t i v i t i e s c a n be u s e d to b u i l d
l o o k i n g for w a y s o f b r i n g i n g i n a u t h e n t i c m a t e r i a l s y o u s t u d e n t s ' a c t i v e v o c a b u l a r i e s o v e r the
either to a u g m e n t a u n i t or to r e p l a c e m a t e r i a l s course.
that are less r e l e v a n t to y o u r s t u d e n t s ' interests or
• Articles a c t i v i t i e s c a n h e l p to e s t a b l i s h
needs. If this is t h e c a s e , t h e S e c t i o n s on
Newspapers, Articles a n d Songs w i l l give you the strategies that s t u d e n t s c a n use w h e n
• A circle game c a n be p l a y e d s e v e r a l t i m e s .
A l t e r n a t i v e l y , y o u m a y w i s h t o use e x i s t i n g c o u r s e
E a c h t i m e y o u c a n 'stir i n ' m o r e l a n g u a g e ,
material but in a d i f f e r e n t w a y that w i l l b r i n g it to
making it more challenging.
life for y o u r c l a s s .
• Dialogues c a n be p r e s e n t e d in a v a r i e t y of
ways and then practised in order to
m e m o r i s e p h r a s e s o r w o r k o n stress, r h y t h m
and intonation.
circle games.
• P e r s o n a l i s e d s p e a k i n g tasks c a n b e t u r n e d
reluctant to v o i c e their o p i n i o n s
spontaneously.
A n u m b e r o f a c t i v i t i e s i n his b o o k w o r k w e l l a s
'threads' t h r o u g h o u t a c o u r s e . T h i s m e a n s that y o u
c a n use t h e m o n a r e g u l a r b a s i s , p e r h a p s o n c e o r
t w i c e a w e e k to g i v e c o h e r e n c e a n d s t r u c t u r e to a
series o f l e s s o n s . A s students b e c o r n e m o r e
f a m i l i a r w i t h the a c t i v i t i e s , t h e y w i l l b e g i n t o use
them^more e f f i c i e n t l y a s t h e n e e d t o e x p l a i n t h e
' h o w s ' a n d the ' w h y s ' o f the g a m e d i m i n i s h .
7
Finding Your Way c l a s s as a w h o l e . If there is a c o m p e t i t i v e e l e m e n t ,
Activities Appendix
E a c h A c t i v i t y has b e e n g i v e n a short a n d , w e
S u g g e s t e d m a t e r i a l for s o m e o f t h e a c t i v i t i e s f r o m
h o p e , m e m o r a b l e title f o l l o w e d b y a b r i e f
t h e Circles s e c t i o n is p r o v i d e d in a separate
d e s c r i p t i o n o f t h e m a i n a i m a n d a set o f
A p p e n d i x a t t h e b a c k o f the b o o k .
p r o c e d u r e s that c a n be t a k e n in at a g l a n c e .
Headings
A series o f H e a d i n g s i n d i c a t e s e v e r y t h i n g y o u
successfully.
Levels
W e h a v e suggested w h a t w e c o n s i d e r the o p t i m u m
l e v e l , o r r a n g e o f l e v e l s , for e a c h a c t i v i t y . T h e s e
are d e s c r i b e d as: b e g i n n e r , e l e m e n t a r y , pre-
intermediate, intermediate, upper-intermediate
and advanced. m
Activity types
W e i n d i c a t e w h e t h e r students w i l l b e w o r k i n g i n
pairs or g r o u p s ; if this is s u g g e s t e d as an o p t i o n ,
t h e n the a c t i v i t y c a n a l s o b e o r g a n i s e d f o r t h e
8
Newspapers
N e w s p a p e r s are a v a l u a b l e but o f t e n u n d e r - u s e d
c l a s s r o o m r e s o u r c e . T h e r e is a b r e a d t h of c o v e r a g e
i n t h e m , w h i c h m e a n s there i s s o m e t h i n g o f
interest t o a l m o s t a l l readers. T h e y p r o v i d e a g o o d
source o f p o p u l a r c u l t u r e , a s t h e y o f t e n i n c l u d e
articles o n p o p m u s i c , T V a n d sport, a s w e l l a s
a d v e r t i s e m e n t s for p r o d u c t s a n d e v e n t s . O n e
newspaper m a y be the source of a w i d e range of
activities, for a l l l e v e l s .
You m a y w i s h t o c o n s i d e r w h i c h E n g l i s h - s p e a k i n g
countries y o u r students i d e n t i f y w i t h m o s t
positively. V e r y o f t e n this i d e n t i f i c a t i o n
conveniently c o i n c i d e s w i t h the a v a i l a b i l i t y of
n e w s p a p e r s , but it is w o r t h r e m e m b e r i n g that m o s t
newspapers c a n be o b t a i n e d f r o m their publishers
by post.
Newspapers
Use newspapers to stimulate your A challenging task which puts your How well do your students know
students' curiosity about English- students at the heart of Fleet Street British and American people? Help
speaking cultures them to find out
• Put the students into small groups. • Put the students into groups a n d newspapers
10
Newspapers
Learn about the differences between Use a 'pyramid' discussion (see below) Use an element of competition to get
newspapers - and practise a good to discover the differences between your students reading newspapers
deal of vocabulary as well two cultures as exemplified in their
newspapers
article, feature, caption, headline. article, feature, caption, headline. stimulate d i s c u s s i o n , for e x a m p l e ,
'What would you watch on
• Put the s t u d e n t s i n t o s m a l l g r o u p s • Put the students into s m a l l g r o u p s of Thursday night and why?' or closed
and give each group a different a m a x i m u m of six students. G i v e w i t h right/wrong answers, for
newspaper. each of these groups an English example: ' W h a t w a s the
l a n g u a g e n e w s p a p e r a n d a first temperature in Athens yesterday?'
• Tell t h e m to a n a l y s e a l l t h e d i f f e r e n t l a n g u a g e n e w s p a p e r for a s i m i l a r
sections of the n e w s p a p e r to see readership, for e x a m p l e The Times • P u t t h e s t u d e n t s i n t o g r o u p s a n d set
how much column space is the quiz.
and El Pais.
allocated to different topic areas
a n d h o w m u c h a d v e r t i s i n g t h e r e is. • D i v i d e the g r o u p into t w o , so that • Discuss the answers.
11
Newspapers
Excellent practice for finding one's Persuade your students to use their A panel game already used in English
way around a newspaper and armoury of reading skills language classrooms with individual
scanning words, but not as yet with newspaper
headlines
12
Newspapers
The newshounds have sniffed out Se// pictures and learn English See how much your students have
some good stories - can they sell learned about English language
them for a good price? newspapers
• At the e n d of t h e a c t i v i t y t h e e d i t o r s
tell t h e c l a s s w h i c h s t o r i e s t h e y h a v e
bought and give their reasons.
13
Newspapers
The newshounds have sniffed out Sell pictures and learn English See how much your students have
some good stories - can they sell learned about English language
them for a good price? newspapers
Brief section of The Guardian is his shirt. perhaps five articles. You m a y w i s h
• At the e n d of t h e a c t i v i t y t h e e d i t o r s
tell t h e c l a s s w h i c h s t o r i e s t h e y h a v e
bought and give their reasons.
13
Articles
M a n y c o u r s e b o o k s c o n t a i n a r t i c l e s , o r parts o f
articles, from newspapers and m a g a z i n e s .
S o m e t i m e s , these are g r a d e d t o t h e s t u d e n t s ' l e v e l ,
but i n c r e a s i n g l y t h e y r e m a i n a s a u t h e n t i c m a t e r i a l .
V e r y o f t e n , ' r e a l ' a r t i c l e s are i n c l u d e d a l o n g w i t h
appropriate activities, w h i c h dovetail w i t h the
book's grammatical and lexical syllabus.
Different newspapers often cover the Same story but look out for the Exploit newspapers in order to present
same stories differences in language and practise new collocations
Activity type P a i r w o r k/g r o u p w o r k Activity type Pairwork/groupwork Activity type Pai rwork/grou p w o r k
Plus... Two newspaper Plus ... Two newspaper Plus ... A n e w s p a p e r article
articles (see b e l o w ) a r t i c l e s (see below) (see below)
a n d a list of q u e s t i o n s and a simple table
(see below) (see below) • F i n d a text w h i c h is r i c h in
c o l l o c a t i o n s . Political articles are
• Choose two articles, both on the • C h o o s e t w o articles f r o m t w o g o o d a n d full of such e x a m p l e s as
same subject, f r o m t w o different newspapers, both on the same 'hotly d e n i e d ' , 'flatly refused' or
newspapers. Before the lesson, subject but differing in terms of style 'sweeping changes'.
p r o d u c e a set o f q u e s t i o n s w h i c h fit a n d register. B e f o r e the l e s s o n ,
any of the f o l l o w i n g c a t e g o r i e s : p r o d u c e a table consisting of three • Take out ten c o l l o c a t i o n s a n d type
15
Articles
Maximize your students' curiosity A roleplay with a difference Everybody enjoys a good film
before reading a newspaper article
• On an O H P , s h o w the students the with four or five • Select four or five reviews of current
actual subject of the article, put e a c h obituary for every student. five (depending on the n u m b e r of
t h e m to write ten q u e s t i o n s that they • Put the students into four or five student in e a c h g r o u p a different
w o u l d like the article to answer. groups. G i v e each g r o u p a different film review. A l l o w the students time
o b i t u a r y to study. to read the reviews.
• Y o u m a y w i s h to ask the students to
write them on O H T s in order to • W h e n they have fully understood • Take b a c k the r e v i e w s . Tell the
16
Articles
Everybody knows that the English Widen your class's weather Everybody loves giving advice - the
always talk about the weather - horizons question is, is it good enough?
prepare your students!
Activity type Whole class Activity type Whole class Activity type Pairwork
• G i v e the s t u d e n t s a c o p y of a cassette-recorder
• C h e c k the m a t c h i n g e x e r c i s e as a
• W h e n y o u feel that y o u r students
class.
are p r e p a r e d , record t h e m g i v i n g
their i n d i v i d u a l w e a t h e r reports.
• E x p l a i n to the students that they are
n o w w o r k i n g a s ' a g o n y aunts' for
• This activity w o r k s particularly well
the same newspaper. W o r k i n g in
with a multilingual class presenting
pairs, they are to write the replies to
weather reports for their o w n
t h e t h r e e u n a n s w e r e d letters.
countries.
17
Articles
Use newspaper articles to create a A text-completion task that focuses on Students probably do this in their
discourse puzzle register spare time anyway!
• Take t w o articles on the s a m e subject • C h o o s e t w o news articles reporting and a simple table
• Put e a c h pair of cut-up articles into • Put y o u r students into pairs. G i v e • D i v i d e the students into pairs a n d
an e n v e l o p e . D o n ' t forget to keep a e a c h p a i r t h e first s e c t i o n o f t h e give each pair the p h o t o c o p i e d TV
c o p y of the c o m p l e t e versions. broadsheet article. Ask them to s c h e d u l e , a n d the table if y o u have
identify any differences in style p r e p a r e d it. T h e s t u d e n t s d e c i d e
• D i v i d e your class into pairs a n d give
between the t w o articles. Write individually what they wish to
each pair o n e of the envelopes. A s k
these up on the board. w a t c h that e v e n i n g . T h e y h a v e t o
t h e m to piece the articles back
w a t c h T V c o n t i n u o u s l y b e t w e e n si:
together again. • T h e n ask the students to w o r k in
o'clock and midnight.
pairs to c o m p l e t e the s e c o n d article.
They should select any appropriate • H a v i n g filled in the f o r m , the
i n f o r m a t i o n f r o m t h e first, b u t students then m i n g l e to find their
s h o u l d a t t e m p t to r e f o r m u l a t e it in a m o s t c o m p a t i b l e T V p a r t n e r f o r the
style a n d register m o r e a p p r o p r i a t e e v e n i n g , a s k i n g q u e s t i o n s l i k e , 'I'm
to the s e c o n d newspaper. watching Blind Date. Are you?'
18
Articles
Something of a challenge! Reconstructing the news using the Unsure which article to read next?
human resources at your disposal
m e e t i n g ; p e a c e talks are g o o d
• N o w tell t h e m that t h e y a l l h a v e t o • As h o m e w o r k y o u c a n give students
e x a m p l e s . After studying the article
spend the e v e n i n g w a t c h i n g T V the s e c o n d most p o p u l a r article.
a n d d i s c u s s i n g the feelings of all
together a n d t h a t t h e r e i s o n l y o n e
i n v o l v e d , set u p a r o l e p l a y i n w h i c h
television in the h o u s e . In t h e i r
the students re-enact the m e e t i n g
groups they h a v e to n e g o t i a t e a
t h e y h a v e just b e e n r e a d i n g a b o u t .
compromise schedule w h i c h they
all f i n d a c c e p t a b l e . • If y o u are u s i n g a series of a r t i c l e s ,
u s e a s t o r y that l e a d s up to a
• As h o m e w o r k , ask the students to
dramatic meeting. F o l l o w the events
watch one English l a n g u a g e
leading up to the meeting, and then,
programme that e v e n i n g .
on the d a y that the m e e t i n g itself is
d u e t o t a k e p l a c e , set u p a r o l e p l a y
i in w h i c h the students enact the
meeting as they think it will h a p p e n .
19
3
Songs
Students o f t e n c o m e i n t o t h e c l a s s r o o m h u m m i n g M a n y s o n g s n o w c o m e w i t h a v i d e o . E x p l o i t this
available in the c l a s s r o o m .
T h e a c t i v i t i e s i n this s e c t i o n h e l p students t o
understand the songs, a n d in the process, d e v e l o p
their E n g l i s h i n t e r m s o f g r a m m a r , v o c a b u l a r y a n d
pronunciation.
c o m p i l a t i o n s . Students m a y h a v e t h e i r o w n
i t w h e n the t e a c h e r b o r r o w s o n e o f t h e i r s o n g s
a n d d e v e l o p s a l e s s o n a r o u n d it.
20
Songs
Students mingle to unmuddle a Shake, take, slake, rake - how many An alternative to the standard
song rhymes for '-ake' can your students gap-fill
think of?
the c o r r e c t s e q u e n c e , i n o r d e r t o Every m o v e y o u
• N o w w o r k i n g in small groups the
form the lines of the s o n g , in t h e
students then brainstorm possible
correct order.
• At the t o p of a s m a l l poster, w r i t e
w o r d s for the gaps.
the p h o n e m i c transcription for the
• W h e n the students h a v e f i n i s h e d
e n d i n g of o n e of the w o r d s that y o u • Play the song and c h e c k the
jostling for p o s i t i o n , p l a y t h e s o n g ,
have o m i t t e d . Repeat this for e a c h answers. Discuss w h i c h of the
and see i f t h e s t u d e n t s w a n t t o
group of line endings. alternatives that the students h a v e
move. You m a y n e e d t o d o this
poster created might be possible in the
more than o n c e .
context of the s o n g a n d h o w these
/eik/
• O n c e the lines are in o r d e r , s t u d e n t s alternatives might c h a n g e the
Old MacDonald had a pram ... and on that farm he had a ... Old farm a MacDonald had
• T h e students read the text, w o r k i n g • Put the students into pairs a n d give
22
Songs
A challenging variation on the Mind the gap! A listening activity where the students
dictogloss idea have all the answers
'Run rabbit, run' Cef your students to talk about what Your class keep a look out for new
they probably talk about outside class talent
anyway!
• Play the s o n g through o n c e . A s k the • Put the class into g r o u p s . Tell the
• As s o o n as o n e g r o u p has f i n i s h e d ,
play the s o n g a n d c h e c k the
answers.
Readers
Most o f the m a j o r p u b l i s h e r s n o w p r o d u c e series A c t i v i t i e s i n this s e c t i o n a l l o w students t o p r a c t i s e
of graded readers. T h e y are v e r y v a r i e d a n d the skills of s k i m m i n g , s c a n n i n g , a n d d e d u c i n g
include c o n t e m p o r a r y f i c t i o n , a s w e l l a s c l a s s i c s from context, as w e l l as creating an opportunity
and books o f f i l m s . T h e w i d e r a n g e o f titles m e a n s for f l u e n c y practice. Students w i l l also be able to
that it is relatively easy for a s t u d e n t to c h o o s e a extend their v o c a b u l a r y a n d d e v e l o p their w r i t i n g
book that fits their interests, or for a t e a c h e r to skills.
choose a class reader that w i l l a p p e a l to a g i v e n
class. T h e a c t i v i t i e s in t h e first part {Using a Class
Reader) d e p e n d o n t h e c l a s s h a v i n g r e a d t o t h e
The activities in this s e c t i o n f a l l i n t o t w o parts: s a m e p o i n t i n the reader. T h e a c t i v i t i e s i n t h e
For those happy situations where you An activity that lives, or dies, on the It's amazing how motivating it is tc
have a choice of more than one set of quality of the questions make questions to test somebody e
• G i v e each group a different reader • Do this regularly. Each time, write • Split the class into groups (two o
a n d ask t h e m to l o o k at it for a f e w q u e s t i o n s that e n c o u r a g e the more, d e p e n d i n g on the size of \
minutes. T h e y s h o u l d e x a m i n e the students to l o o k at the b o o k in a class) a n d give e a c h g r o u p o n e c
text o n t h e b a c k a n d r e a d t h e first different way. Include closed the passages.
t w o or three paragraphs. q u e s t i o n s t o test c o m p r e h e n s i o n a n d
o p e n questions to e n c o u r a g e the • E a c h g r o u p w o r k s together, readi
• A s k e a c h g r o u p t o ' p r e s e n t ' its students to c o m p a r e their o w n their o w n passage, and discussin
reader to the class. After all the responses to the text. its p l a c e i n t h e s t o r y s o f a r . T h e y
presentations, the students vote to resolve any problems of vocabul
c h o o s e the class reader. • Frame the questions a r o u n d a w i t h i n the passage as they go ak
particular theme.
• T e l l e a c h g r o u p to p r o d u c e a list
• O n e week, write questions w h i c h q u e s t i o n s on this passage for the
e x a m i n e the moral d i l e m m a s faced o t h e r g r o u p . T h e y m a y refer t o t l
by the characters: the decisions they copies of the reader if they wish.
have m a d e , and the decisions they T h e i r questions m a y be on the
could/should have made. context s u r r o u n d i n g the passage,
o n t h e p a s s a g e itself.
• The following week, write questions
which e x a m i n e alternative • T h e g r o u p s t h e n e x c h a n g e the li:
possibilities within the plot. Your of questions, a n d the passages.
c h o i c e of theme will give the
students practice in particular • E a c h g r o u p reads the n e w passaj
conditionals.
26
It's on the Tip of my Tongue Missing C h a r a c t e r Lonely Hearts
Expand your students' vocabulary by A character's gone missing - will your Everybody needs somebody - even
building on their knowledge of the students' mini-portraits help the police characters in a novel
characters they have been reading to find him or her?
about
for e x a m p l e ' h e s t r o d e p u r p o s e f u l l y why. Examine the language used in characters in their reader are feeling
• Make one c o p y of your ' s i m p l i f i e d ' character in the novel, but not to
text for e a c h p a i r o f s t u d e n t s . write the character's n a m e on it.
• Finally, t h e s t u d e n t s c o m p a r e t h e i r
n e w texts w i t h t h e o r i g i n a l .
27
Readers Using a Class Reader
Arnold Schwarzenegger as Mr Darcy? Bring the text to life/celluloid? From text to stage
28
Reviews Review Forms Book Presentations
Students help each other to choose Your students can be a resource too! Make recent reading the basis for class
readers talks
29
O u r Next Reader Story Soap U p d a t e M o v i e Moguls
Find out what everybody has been The great thing about soaps is that Which graded readers are going to get
reading - and see what you are going they just go on and on the Hollywood treatment?
to read next
30
5
Icebreakers and
Welcoming Activities
The w o r d ' i c e b r e a k e r ' has b e e n part of E n g l i s h S o m e a c t i v i t i e s a l s o a l l o w t h e t e a c h e r t o stand
probably a fair i n d i c a t i o n of the n e c e s s i t y for needs. These activities may be used w h e n a new
For s c h o o l c h i l d r e n , the p l a y f u l n a t u r e of l a n g u a g e
learning needs to be c o m m u n i c a t e d w h e n a g r o u p
and a teacher are first b r o u g h t together, if t h e r e is
to be a positive w o r k i n g r e l a t i o n s h i p .
Many private l a n g u a g e s c h o o l s b r i n g s t u d e n t s
from a variety of c u l t u r e s a n d b a c k g r o u n d s
together, students w h o m a y h a v e little i n c o m m o n ,
apart from a desire to learn E n g l i s h . It is n e c e s s a r y
to 'start out on the right f o o t ' if a g r o u p is to w o r k
purposefully together. T h e a c t i v i t i e s in this s e c t i o n
aim to get students w o r k i n g t o g e t h e r in E n g l i s h ,
with tasks that are c h a l l e n g i n g but n o t t h r e a t e n i n g .
Many of them help students to get to k n o w e a c h
other, to get used to o n e a n o t h e r ' s E n g l i s h , a n d to
relax in an uncritical a t m o s p h e r e .
Icebreakers a n d W e l c o m i n g Activities
A get-to-know-you activity that A lively way of learning each other's Add a bit of personal information and
bypasses the more commonly names and practising the language of structural practice
discussed personal details introductions
p e r s o n , a p l a c e a n d an object that ' c a t c h ' briefly in the c l a s s r o o m . 'catch' briefly in the classroom.
• Tell the students that they h a v e to say, ' T h i s is Y o k o [ n a m e of t h e say, 'I'm M a r k a n d I like p l a y i n g
• O n c e they have discovered the introduce Yoko, yourself and to the class, u s i n g a s i m i l a r phrase
32
Icebreakers and W e l c o m i n g Activities
Perfect practice for yes/no questions A more detailed introduction Encourage students to reflect on their
own experience of learning
33
Icebreakers a n d W e l c o m i n g Activities
An enjoyable activity that works (multinational classes only) Children enjoy this one and it's use
particularly well with large classes and A lively activity that emphasises the for breaking the ice in a class wher
encourages question practice students' varied backgrounds students may already know each
other, but are together as a group ft
the first time
sentences about their family. Fewer • Put the n a m e s of all the students Mouse and Minnie Mouse.
• C o l l e c t the slips of paper a n d • The pairs interview e a c h other their n e w n a m e s a n d then ask tf
redistribute them randomly. A s k about where they c o m e from and to find their partners. Encourage
each student to think of the students take notes. them to use simple language if
p i e c e of p a p e r they are h o l d i n g . • Each student t h e n tells the class you?' 'Are you ...?'
and 'be found'. piece of coloured card. They should class a d d i n g additional informat
describe the place w h e r e their i f t h e y c a n , f o r e x a m p l e , ' H i , I'n
• O t h e r useful topics i n c l u d e : houses, p a r t n e r c o m e s f r o m (for e x a m p l e , Minnie Mouse. I'm M i c k e y ' s
animals, hobbies, holidays. 'Yun-Taek c o m e s from Seoul, the girlfriend.'
capital of South Korea ...').
This activity is an adaptation of an activity in
Classroom Dynamics (Jill Hadfield, OUP).
• T h e next d a y e a c h student is
r e s p o n s i b l e for p l a c i n g their c a r d in
the right p l a c e on a w o r l d m a p ,
using ribbons or pieces of string to
s h o w the exact location.
34
Icebreakers and W e l c o m i n g Activities
Cynical teenagers, who might not be A good activity for lower-level Sometimes it's easier to be relaxed
curious about one another, are happy students who may lack the confidence when you're someone else
to score points! for free interaction
35
Dialogues
S c r i p t e d d i a l o g u e s h a v e a l w a y s b e e n a part o f Example Dialogues
•
TV programmes. he's played it tonight.
36
Presentations Dialogues
Construct dialogues from stressed Listen and dictate Listen and predict what is coming
words next
Activity type Pairwork/groupwork Activity type Whole class Activity type Whole class
(optional) Equipment/ Equipment/
Equipment/ Materials Single cassette player Materials Single cassette player;
Materials Single cassette player; Plus ... A dialogue O H P (optional)
photocopies (see below) Plus... A dialogue
Plus... A dialogue (see below)
(see b e l o w ) m a y b e f o l l o w e d b y Disappearing Dialogue,
First-line C h a n g e , Parallel Situations m a y be f o l l o w e d by any practice activity
may b e f o l l o w e d b y D i s a p p e a r i n g D i a l o g u e ,
First-line Change, Parallel Situations • C h o o s e a d i a l o g u e (of f o u r to e i g h t • This activity w o r k s best w i t h
lines) that y o u feel w i l l be d i a l o g u e s of four to six lines. It is
• Find a short d i a l o g u e (of f o u r to c h a l l e n g i n g for y o u r students. T h e y ideal for presenting n e w language.
eight l i n e s ) w h i c h i s a p p r o p r i a t e f o r m a y u n d e r s t a n d the gist, but w i l l
the l e v e l o f y o u r s t u d e n t s . L i s t e n t o o n l y be able to decipher it • Set t h e s c e n e f o r t h e d i a l o g u e
the d i a l o g u e a n d m a r k t h e s t r e s s e d c o m p l e t e l y after l i s t e n i n g t o t h e t h r o u g h a d i s c u s s i o n , or use pictures
words on the transcript. d i a l o g u e a n u m b e r of times. or realia.
• Ask the g r o u p s t o r e c o n s t r u c t t h e
• Write the d i a l o g u e on the b o a r d
• W h e n the class has c o m p l e t e d this
dialogue a s best t h e y c a n , u s i n g t h e
with the students' help or project it
task t o y o u r satisfaction, f o c u s o n
• stressed w o r d s o n t h e c a r d s . W h e n
using a photocopied O H T
the target l a n g u a g e b e f o r e m a r k i n g
they h a v e f i n i s h e d t h i s , w r i t e a n
the transcript for p h o n o l o g i c a l
agreed v e r s i o n o f t h e d i a l o g u e o n • F o c u s on the target l a n g u a g e , a n d
features a n d drilling.
the b o a r d . d i s c u s s stress, i n t o n a t i o n a n d other
p h o n o l o g i c a l features, m a r k i n g the
• Listen a g a i n a n d c o r r e c t t h e v e r s i o n
transcript where necessary.
o n the b o a r d f o c u s i n g o n t h e t a r g e t
language, b e f o r e m a r k i n g
phonological features.
37
Dialogues Presentations Practice Activities
Create a dialogue and work on Rearrange lines to form a cohesive Learn a dialogue as it is gradually
m a y b e f o l l o w e d b y First-line C h a n g e ,
• C h o o s e a d i a l o g u e of a b o u t four to • C h o o s e a d i a l o g u e of a b o u t four to
Parallel Situations
eight lines. M a k e a p h o t o c o p y of eight lines. Begin the activity with
• You will need: copies of the the d i a l o g u e for e a c h pair in the the w h o l e dialogue written clearly
d i a l o g u e for half the class, w i t h Sue's class. Cut up e a c h p h o t o c o p y line on the board.
lines d e l e t e d ; c o p i e s of the d i a l o g u e by line a n d put these lines into an
• Put the students into pairs. A s k them
for the other half of the class, w i t h envelope.
to act out the dialogue, reading
Jan's l i n e s d e l e t e d ; a n d a c o p y o f
• G i v e o n e of these envelopes to each from the board.
the d i a l o g u e for e a c h student in the
pair of students. A s k t h e m to put the
c l a s s w i t h S u e a n d Jan's l i n e s
• W h e n they h a v e d o n e this, ask o n e
lines into the correct order.
deleted, leaving only their names
of the students to erase the stressed
f o l l o w e d by a dotted line.
• Play the d i a l o g u e . T h e students w o r d s f r o m the b o a r d . This m a y
• L o o k at the o r i g i n a l d i a l o g u e s .
Discuss the differences.
38
Practice Activities Dialogues
Adapt a dialogue to follow a new first Help one another to learn a Adapt what has been learnt to a new
line dialogue situation
39
7
W h e n an a c t i v i t y is u s e d as a filler, t h e t e a c h e r ' s
a i m may be to provide a change of pace, fill an
a w k w a r d g a p o r f i n i s h off t h e l e s s o n o n a p o s i t i v e
and purposeful note. On a linguistic level,
w a r m e r s a n d fillers c a n b e u s e d t o r e c y c l e
previously taught language, as w e l l as d i a g n o s e
p r o b l e m s b e f o r e a n i n p u t stage o r test after n e w
l a n g u a g e has b e e n i n t r o d u c e d . T h e y c a n b e u s e d
to practise the four skills of s p e a k i n g , listening,
reading and writing.
It's w o r t h t r y i n g a r a n g e of a c t i v i t i e s w i t h y o u r
students, s o that y o u f i n d w h i c h o n e s w o r k best.
These c a n then b e c o m e regular sessions, giving
y o u r students s o m e t h i n g t o l o o k f o r w a r d to, a n d
p r o v i d i n g c o n t i n u i t y w i t h i n the class syllabus.
40
Warmers and Fillers
Giving instructions in a foreign An invaluable activity to practise basic A pronunciation game that's really a
language can be hard ... and the writing skills at all levels spelling game
results hilarious!
Equipment/ activity
Materials Scrap paper
Materials Scrap paper Equipment/
• This activity w o r k s best w h e n the Materials None
41
Warmers and Fillers
Giving instructions in a foreign An invaluable activity to practise basic A pronunciation game that's really a
language can be hard ... and the writing skills at all levels spelling game
results hilarious!
41
Warmers and Fillers
Your students will enjoy playing this at Simple but effective and can be used A livelier version of the previous
breaktime too! for revision or as a warmer for a new activity - good with small classes,
vocabulary area and very popular with children
• T h e best w a y to e x p l a i n this g a m e
t o y o u r c l a s s i s t o d e m o n s t r a t e it.
42
Warmers and Fillers
Students insist on sidetracking you? A variation on the well-known BBC Twenty Questions or Animal,
Take advantage radio show Vegetable or Mineral - classic practice
of forming questions
going t o tell t h e m a b o u t y o u r • Write on cards s o m e topics that Tell the students that they have to
woke up. T h e i r task is to stop y o u about, for e x a m p l e ' M y h o u s e ' asking 'yes/no'questions. If y o u like,
time l i m i t . M a k e i t l o n g e r i f t h e (Circles).
• T h e student w h o asks the final
class i s m o r e a d v a n c e d .
• A s k a m o r e c o n f i d e n t student to q u e s t i o n , f o r e x a m p l e 'Is i t a n a n t ? '
• Once you have demonstrated the take a card at r a n d o m a n d read the then thinks of the next 'thing'.
Thanks l o R i c h a r d S i d e f o r t h i s i d e a .
• Tell the other students to c h a l l e n g e
if they feel that rules have b e e n
broken. You will need to adjudicate
here. If the c h a l l e n g e is a c c e p t e d ,
the c h a l l e n g e r has to s p e a k on the
s a m e subject for the r e m a i n i n g time.
T h e student s p e a k i n g at the e n d of
the m i n u t e w i n s a point.
• C o n t i n u e the g a m e w i t h another
student and a n e w topic card.
43
Warmers and Fillers
Good practice for all kinds of Give your students valuable question A warmer to use when your class
questions practice with this activity arrives in dribs and drabs - it may
even encourage them to arrive
on time!
seat'. Tell this p e r s o n that his or her subjects or t o p i c areas w h i c h they, absent classmates are, a n d w h a t
w i t h o u t saying 'yes,' 'no,' 'black,' or e x a m p l e : English football, banking, student in turn a n d record the
' w h i t e ' . Tell the o t h e r students that it t h e i r o w n c o u n t r y (in a m u l t i l i n g u a l class's guesses. W h e n the student
is their a i m to force the person in class). arrives, they c a n tell the class
• If y o u w i s h to e x t e n d the activity,
ask the students to write d o w n , on a
p i e c e o f paper, a n y t h i n g n e w that
they have learnt d u r i n g the session.
T h e y s h o u l d h a n d these slips to the
'expert' for c h e c k i n g .
44
Warmers and Fillers
A children's favourite which Practise stress by getting rid of it. A different angle on giving instructions
emphasises the adjective-noun and warnings
word order in English
45
Warmers and Fillers
Prepositions, shapes and much A quick warmer that makes students Creaf with a large class
• A t t h e e n d o f t h e a c t i v i t y , a s k the
s t u d e n t s , ' W h o c o u l d f o r m the m<
w o r d s ? ' T h e c h a n c e s are that it w
b e t h e s t u d e n t w h o i s w e a r i n g the
'schwa'.
46
8
Circles
Circle activities are a w a y of p r o v i d i n g a s t r u c t u r e C i r c l e s r e q u i r e m i n i m a l p r e p a r a t i o n a n d are
which enables a n d e n c o u r a g e s students t o i n t e r a c t e x t r e m e l y f l e x i b l e . T h e y are e x c e l l e n t lessons t o
in small g r o u p s . T h e y t a k e students o u t f r o m ' h a v e u p y o u r s l e e v e ' for o c c a s i o n s w h e n y o u are
behind their desks a n d a w a y f r o m t h e i r t e x t b o o k s . a s k e d t o t e a c h w i t h little o r n o w a r n i n g .
The activities w h i c h f o l l o w s h a r e a f o r m a t . T h e y
give a variety of structures or f r a m e w o r k s for
Students
student interaction (for e x a m p l e , r o u n d t h e c i r c l e ,
across the c i r c l e , w i t h i n the c i r c l e , c i r c l e s w i t h i n
Keiko
circles, students o u t s i d e a n d students i n s i d e t h e
circle). These f r a m e w o r k s g i v e less c o n f i d e n t
Inger Peter
students a s p a c e w i t h i n w h i c h t h e y c a n p r a c t i s e
their English, as w e l l as g i v i n g m o r e c o n f i d e n t
Joon Juan
students a m o r e d e f i n e d r o l e . T h e y c a n a l s o be
used for classes w i t h p o o r d y n a m i c s .
Fritz Maria
47
Summaries C i r c l e
Ideal for the beginning of a course to e x p l a i n that his r o l e is: firstly, to clarification. Take notes on other
help you with needs analysis take notes d u r i n g the c o n v e r s a t i o n ; p r o b l e m areas a n d f o l l o w the
a n d secondly, w h e n all the activity with a mistakes session.
Learners are often surprised to sentences herself into a yes/no p o s s i b l e . W i t h a large c l a s s , this
discover the way the auxiliary verb question for L u k a , for e x a m p l e , w o r k s best if the c i r c l e is split
moves like a beachball between ' H a v e y o u got a car?' L u k a answers into pairs.
English speakers this in a n y w a y he likes. Y o u m a y
h o w e v e r w i s h to 'feed in' the • G i v e e a c h p a i r a c a r d , w h i c h they
48
Reporting C i r c l e (Lower)
Reporting C i r c l e (Upper)
An activity which makes practising • Put the agreed verb on the b o a r d • Repeat the activity, using the slips
reporting verbs fun a n d m o v e to the next pair - Peter they have produced. K e e p the best
a n d Fritz. C o n t i n u e in this w a y until e x a m p l e s to use for a later r e c y c l i n g
49
Circles
Quickfire Circle
How to prepare for those idiomatic 'hot seat'. Students take it in turns to other, w h o responds. If they c a n , tl
opening gambits that native speakers read their lines, g o i n g round the pair c o n t i n u e the conversation.
Interview C i r c l e
50
Circles
An amusing roleplay which helps An enjoyable revision activity for A proven way of learning by heart
students to practise both functional 'make' and 'do'that works well with collocations previously presented
Plus... A set of c a r d s w i t h
Materials None idioms or phrasal
s h o r t / l o n g lists o f v e r b s that y o u w i s h
• Explain to the s t u d e n t s in the c i r c l e saying 'Every day I make my bed.' • P l a c e y o u r students in a c i r c l e . Elicit
• This a c t i v i t y c a n b e u s e d f o r o t h e r
situations, s u c h a s v i s i t i n g t h e b a n k
manager a n d c o n s u l t i n g a f o r t u n e -
teller.
51
9
Questionnai res
Question Types
P r o d u c i n g their o w n questionnaires can help
E n c o u r a g e y o u r s t u d e n t s to use a v a r i e t y of
students in a v a r i e t y of w a y s . Firstly, it a l l o w s
q u e s t i o n t y p e s i n t h e i r q u e s t i o n n a i r e s , for
t h e m the t i m e t o f o r m u l a t e q u e s t i o n s b e f o r e t h e y
example:
use t h e m in a c o m m u n i c a t i v e c o n t e x t .
• true/false s t a t e m e n t s
Q u e s t i o n n a i r e s are p a r t i c u l a r l y u s e f u l f o r r e c y c l i n g
p r o v i d i n g t h e c o n t e x t i n w h i c h students m a y
• ' w h a t w o u l d y o u do if ... ?' q u e s t i o n s
a p p r o a c h m e m b e r s of the p u b l i c .
52
Questionnaires
Prepare a questionnaire for an English- From interview to article and back Students ask and answer questions
speaking guest again using a structure that you have
allocated them
questions i n t h e s u g g e s t e d o r d e r . • Finally, the students roleplay the their q u e s t i o n s . Tell the students that
53
Questionnaires
Prepare a questionnaire for an English- From interview to article and back Students ask and answer questions
speaking guest again using a structure that you have
allocated them
questions i n t h e s u g g e s t e d o r d e r . • Finally, the students roleplay the their q u e s t i o n s . Tell the students that
53
Questionnaires
Guess who fell in love when she Students inadvertently produce a From answers to questions
was nine questionnaire on the board
like to k n o w about the other p e o p l e In the narrow, left-hand c o l u m n • On the board, write three pieces of
questions, answering questions, and questions they can think of w h i c h • T h e students ask w h a t e v e r question
• As h o m e w o r k , students c a n write a
brief profile of their partner.
54
Questionnaires
A class consumer survey Students produce a questionnaire Give your students a say (in English)
to test public opinion in an English-
speaking country
form a d e s c r i p t i o n o f a p r o d u c t t h a t m a k e r e c o m m e n d a t i o n s to the
r
)5
Questionnaires
Genuine questions and answers Building a personalised questionnaire Students produce a spontaneous oral
• Set up a ' q u e s t i o n b o x ' in t h e their findings b a c k to the class, for • P r o d u c e a q u e s t i o n n a i r e for your
questions do not receive the w o u l d like to k n o w more about. • W h e n e a c h pair has reported bac
q u e s t i o n slips that they t h e m s e l v e s the class as a g r o u p d e c i d e s what
• Each p i e c e of p a p e r is passed
have written. they w o u l d like to k n o w more ab
r o u n d . Each pair of students writes
for e a c h p a i r of students - Juan ar
• The students use any resources d o w n a n y q u e s t i o n s that they w o u l d
A n n a ' s trips to B e r l i n , for example
available to find the a n s w e r to the like to ask a n d passes the sheet o n .
5(,
10
Choose a c a r d b o a r d b o x w i t h a l i d a n d c o v e r it for p r o n u n c i a t i o n g a m e s .
57
The Word Box
Students elicit recent vocabulary from Students compete to come up with Groups race to come up with recent
• D i v i d e the class into small teams. • D i v i d e the class into groups, a n d give each g r o u p the same number
58
The Word Box
Students ask questions to discover the High-speed pictionary A co-operative activity in which
mystery words students collect cards
questions, i n o r d e r t o d i s c o v e r t h e • F o l l o w the s a m e p r o c e d u r e as
• After three or four m i n u t e s , ask all
words o n t h e i r b a c k s . a b o v e for f o r m i n g teams.
the students to c h a n g e partners. The
each pair a pile of cards f r o m the • Put the students into small g r o u p s , Plus ... A word list
word box. and give each group twelve w o r d (see below)
60
The Word Box
Take the stress out of stress Writing example sentences with target A simple activity that is more an
vocabulary is boring ...or is it? exploration of grammar and
collocation than a revision exercise
61
11
Dictionaries
T h i s s e c t i o n i s c o n c e r n e d w i t h t h e use o f In this s e c t i o n , t h e a c t i v i t i e s a s s u m e the
monolingual, or 'English-English,'dictionaries. a v a i l a b i l i t y of a c l a s s set of d i c t i o n a r i e s . T h e first
M o s t o f the m a j o r p u b l i s h e r s offer a w i d e r a n g e . part (Familiarization) h e l p s s t u d e n t s to get to
M o n o l i n g u a l dictionaries c o m e in different sizes k n o w their w a y a r o u n d a dictionary, and what it
a n d v a r y in the features t h e y offer. c a p a b l e of. The second part (Problem Diagnosis)
s h o w s t h e m h o w t o use a d i c t i o n a r y t o h e l p therr
T h e s e features m a y i n c l u d e p h o n e m i c
w i t h their i n d i v i d u a l language difficulties. The
t r a n s c r i p t i o n s s h o w i n g w o r d stress, d e f i n i t i o n s
third part (Practice Activities) presents a variety o
pitched at different levels, and information on
other dictionary activities.
h o w the w o r d i s u s e d t o ' d o t h i n g s ' . T h e y m a y
a l s o offer i n f o r m a t i o n o n g r a m m a r , c o l l o c a t i o n ,
c o n n o t a t i o n , as w e l l as d e n o t a t i o n , partial
synonyms and antonyms. A n u m b e r of dictionaries
a l s o p r o v i d e g u i d a n c e o n register a n d s o c i a l
acceptability.
T h e a c t i v i t i e s i n this s e c t i o n s h o w the d i c t i o n a r y
a s a n e v e r y d a y t o o l i n the l a n g u a g e c l a s s r o o m ,
a n d a l s o e q u i p students w i t h strategies n e e d e d for
t h e i r o w n i n d e p e n d e n t study. A c t i v i t i e s c o v e r
f a m i l i a r i z a t i o n w i t h m o n o l i n g u a l d i c t i o n a r i e s , the
use o f d i c t i o n a r i e s t o d i a g n o s e s t u d e n t errors a n d
e x p a n d errors, a n d the d e v e l o p m e n t o f s p e c i f i c
dictionary skills.
62
I Dictionaries
Introduce younger students and Help your students to discover what An information-gap roleplay where
students who are not used to Roman information they can find in a range of the information exchanged helps the
script to the main ordering principle in dictionaries - this will help them to students as learners
dictionaries make an intelligent choice
A quick filler when you have some An activity that helps students to Monolingual groups try to spot
students who have finished an diagnose their own language mistranslations
activity before the others problems by using a dictionary
64
Practice Activities Dictionaries
'Think of or 'think about' - why not A puzzle best solved with the aid of a D o n ' f just find out what they mean -
use a dictionary to decide? dictionary put them in a context
Plus ... A p h o t o c o p i e d sheet Plus.. Four slips of paper • C h o o s e five w o r d s w h i c h you think
(see b e l o w ) (see below) will be n e w to your class, and
which you can imagine occurring in
dependent prepositions that y o u slip write five w o r d s , o n e of w h i c h spooky, haunted, creep and creak.
• F i n a l l y c o m p a r e the f i n d i n g s as a
class.
65
Dictionaries Practice Activities
• Put the students into pairs a n d ask m a y have one verb, or particle, in answers.
66
12
The O H P
The O H P ( o v e r h e a d p r o j e c t o r ) i s a w o n d e r f u l l y O H P s help create an atmosphere of concentration
flexible c l a s s r o o m t o o l . It a l l o w s the t e a c h e r to and g r o u p f o c u s . V i s u a l images b e c o m e infinitely
make a b o d y o f text a v a i l a b l e t o t h e w h o l e c l a s s stronger w h e n projected in a d a r k e n e d r o o m .
instantly a n d l e g i b l y , m i n i m i z i n g the t i m e s p e n t R o l e p l a y s , d i s c u s s i o n s a n d m a n y g r o u p activities
writing m a t e r i a l o n the b o a r d w i t h t h e i r b a c k t o a l w a y s s e e m t o g o better w h e n t h e O H P i s
the class. It a l s o p r o v i d e s a greater d e g r e e of i n v o l v e d . O H P s are a l s o v e r y u s e f u l for 'staging a
control o v e r the p r e s e n t a t i o n of a text, t h r o u g h lesson'. They p r o v i d e a clear break from whatever
such t e c h n i q u e s a s m a s k i n g , use o f c o l o u r , has p r e c e d e d t h e m .
overlays a n d u s i n g a series o f O H T s ( o v e r h e a d
transparencies). O H T s c a n b e r e u s e d , s o that y o u r H e r e we have tried to s h o w the range of
find it difficult to w r i t e on a w h i t e b o a r d . O H T s
also a l l o w t h e m to p r o d u c e a r a n g e of m a t e r i a l s
which c a n then b e m a d e a v a i l a b l e t o t h e rest o f
the class. This is e s p e c i a l l y u s e f u l for c l a s s t a l k s ,
displaying c o n c l u s i o n s r e a c h e d i n g r o u p
discussions, a n d class d i s c u s s i o n o f i n d i v i d u a l
writing tasks.
67
EXISTS Existing Text Techniques
the text.
• F o c u s : discourse features,
writing skills.
Student Text Activities The OHP
Competition-motivated students The question is, not who can make Heard fragments become complete
scrutinize each other's work the most errors, but who can texts
correct them?
the g a m e t h e y are g o i n g t o play, three teams and give e a c h team a • N o w read the text a l o u d to the clas;
they c a n b o t h w i n p o i n t s a n d lose different c o l o u r e d board pen. Put at normal speed.
them. the teams at the b a c k of the
classroom. • Tell the students that y o u are g o i n g
a sentence w h i c h they all b e l i e v e to to the front of the class to correct that y o u w i l l r e a d the text at the
of two minutes they will have to each team is a l l o w e d at the board at s h o u l d not attempt to write d o w n
OHT.
• Each correction gains the team o n e • R e a d the text a l o u d for a s e c o n d
69
The OHP Other Activities
A well-known party game sometimes Incompetent with technology? An enjoyable way of presenting
called Kim's game Make the most of it! or recycling modal verbs for
deduction
and the language of negotiation. c a n see the text p r o p e r l y . M a k e sure • Before you p r o j e c t the O H T t o the
brief period of time, for e x a m p l e a n d a i m e d at the c e i l i n g . Ensure that • G r a d u a l l y bring the image into
one minute. all the lights are on in the r o o m , focus, e n c o u r a g i n g students to
a n d that a n y c u r t a i n s o r b l i n d s are reappraise constantly, for e x a m p l e :
• T h e n s w i t c h off the O H P , a n d the open. Put the O H T o n u p s i d e d o w n 'It c a n ' t b e a n e l e p h a n t ; i t h a s n ' t g o t
students, w o r k i n g in pairs or small a n d back to front. Put the O H P t o o f o u r legs. It m i g h t be the
groups, have to reconstruct the far, o r t o o c l o s e t o t h e b o a r d , t o b e headmaster.'
image they have seen. They can do able to focus it successfully. Stand
this, either by d r a w i n g the items in in front of the projector. • Repeat with other images.
the right p l a c e on a sheet of paper,
or by w r i t i n g the n a m e s of those • O n c e y o u r s t u d e n t s start t o p o i n t
objects in the position they and gesticulate in order to give you
remember seeing them. i n s t r u c t i o n s , a s k t h e m t o sit o n t h e i r
hands, a n d do exactly what they say
• Finally project the O H T o n c e more - e v e n if it is w r o n g .
so that students c a n assess t h e i r
performance. • W h e n , finally, the w h o l e class is
able to read the O H T , ask the
• Y o u m a y w i s h to f o l l o w this activity students to fill in the gaps in the
w i t h a n y of the f o l l o w i n g : a m o d e l instructions.
mistakes session, a session on any
area of l a n g u a g e that the students • This activity also works well with
f o u n d difficult, or a v i d e o r e c o r d i n g m
cassette recorders, V H S m a c h i n e s ,
s a m e task, p o s s i b l y f o l l o w e d b y
further practice.
70
Other Activities The OHP
Students love the opportunity to Children's books often have 'Spot the Motivating preparation, using a variety
wrongfoot you - make them work to ...'pictures - use them. of tenses, for producing narratives
achieve this!
Almost any picture may be of value. w i t h o u t p o i n t i n g at the b o a r d , for • Place the O H T on the m a c h i n e and
yourself for, say, 3 0 s e c o n d s a n d • Using an O H P ensures that the the picture a n d create as detailed a
telling the students that their a i m is the situation before predicting what
mistakes in three m i n u t e s .
• C o n t i n u e in the s a m e way, revealing
o r groups, a n d get t h e m t o d o t h e
• A s k the students, either in class or at
activity t h e m s e l v e s .
h o m e , t o w r i t e t h e s t o r y s o far, a n d
to c o n c l u d e it themselves.
Computers
C o m p u t e r s have a n u m b e r of distinct advantages S t u d e n t s w h o are t o o s h y t o b e c o m e f u l l y
w h i c h m e a n s that it is n o t a l w a y s n e c e s s a r y to o f this t y p e a v a i l a b l e .
f i n i s h a w r i t i n g a c t i v i t y w i t h i n a l e s s o n , as it m a y
I n t h i s s e c t i o n w e c o n c e n t r a t e o n t h r e e o f the mosl
easily be retrieved afterwards. Similarly, any
b a s i c t o o l s a v a i l a b l e t o t h e t e a c h e r w h o has a
m a t e r i a l that y o u p r o d u c e for t h e c o m p u t e r m a y
c o m p u t e r a t his o r her d i s p o s a l : w o r d p r o c e s s i n g ,
be reused ad infinitum, and m a y also be q u i c k l y
e-mail a n d t h e p o p u l a r text r e c o n s t r u c t i o n
a n d e a s i l y a l t e r e d for s p e c i f i c c l a s s e s . It is p o s s i b l e
program Storyboard.
to make printed c o p i e s of student-created w o r k ,
w h i c h w i l l not h a v e a n y o f t h e signs o f t h e
i n t e n s i v e c o r r e c t i n g a n d r e d r a f t i n g that w i l l h a v e
g o n e into it.
T h e nature o f t h e c o m p u t e r m o n i t o r m e a n s that
m a n y group writing activities b e c o m e easier on
' the c o m p u t e r . Students m a y p o i n t t o t h e text, a n d
all of t h e m c a n see it at t h e s a m e t i m e (four is
a b o u t t h e m a x i m u m n u m b e r o f students that y o u
m a y w i s h t o use for a n a c t i v i t y o f this type).
72
Wordprocessing Computers
In normal gapped exercises, the Use computers to encourage Students take up where the story
students have to find the words to fill descriptive writing leaves off
in the gaps. Why not also make them
find the gaps themselves?
73
Wordprocessing
Students take up where their A testing, puzzle-like activity A spellchecker can be quite a blunt
classmates' story leaves off instrument - or a fine one
a n d to c o n t i n u e the story that they 'I gave the h o m e w o r k to my English T h e students s h o u l d use the
• A brief story o u t l i n e c a n a l s o be
expanded a similar way. The
students s h o u l d add either a single
w o r d , or groups of words, w h e n it is
their turn.
74
Wordprocessing
Order out of chaos? Most wordprocessors have an Nobody can type perfectly!
'annotation' command
Plus... A text (see b e l o w ) Plus ... A different text Plus... A text (see b e l o w )
on-screen for e a c h
paragraphing; or you may wish to a n d h a v e e a c h text o n - s c r e e n . Put • Put the students into groups a n d
it n o w i n c l u d e s a n u m b e r of their d i c t a t i o n , ask e a c h g r o u p to m o v e
s h o u l d insert an a n n o t a t i o n . This
annotation s h o u l d indicate the type
of errror that has b e e n i n t r o d u c e d
(for e x a m p l e , s p e l l i n g , p u n c t u a t i o n ,
verb tense, w r o n g word).
• A s k e a c h g r o u p to m o v e to a
different c o m p u t e r again. This time
t h e y s h o u l d try to c o r r e c t the error
within the annotation w i n d o w . If
they t h i n k that the a n n o t a t i o n is
incorrect, they s h o u l d indicate this.
75
Computers E-mail
Travel in cyberspace or just in your Get real - get wired! A roleplay that may be a little too
students' imaginations realistic for some students
• This activity m a y be d o n e w i t h
• Alternatively, this r o l e p l a y m a y be
m o r e groups. If so, it b e c o m e s e v e n
d o n e u s i n g p o s t c a r d s a n d letters,
more demanding.
w i t h the teacher acting as
postperson.
76
Storyboard Computers
Storyboard as a helping hand to From map to text via Storyboard Challenge higher-level students with ,
accuracy shift in tone and register
Activity type Whole class Activity type Whole class and Advanced
77
Storyboard
They should write it d o w n on paper. miss out all the verbs. T h e stude
T h e y then type their c o r r e c t e d text • Select a picture story w i t h a s h o u l d type the text into Storybc
• G i v e e a c h g r o u p of students o n e of
the p h o t o c o p i e s , a n d ask t h e m to
r e c o n s t r u c t the story, u s i n g
Storyboard.
78
14
The Radio
It is p o s s i b l e to p i c k up stations w h i c h b r o a d c a s t
i n English i n a l m o s t e v e r y part o f t h e w o r l d . T h e
most f a m o u s are p r o b a b l y the B B C W o r l d S e r v i c e
and the V o i c e o f A m e r i c a . T h e s e s t a t i o n s t r a n s m i t
a variety of p r o g r a m m e s , s u c h as n e w s , sport,
soap o p e r a s , p o p m u s i c , y o u t h p r o g r a m m e s a n d
specific p r o g r a m m e s for learners o f E n g l i s h .
A familiarization activity for complete A more challenging familiarization A gentle introduction to the news
beginners activity English
the airwaves for foreign language • Take a radio into class a n d trawl the
channels. W h e n you c o m e across airwaves for English language • C h o o s e a f a i r l y b r i s k l y - p a c e d ne
either songs or speech in any programmes. W h e n you find one, broadcast, w h i c h will inevitably
l a n g u a g e other t h a n that of the stay t u n e d for a m i n u t e or t w o . too difficult for y o u r students.
students' o w n m o t h e r tongue(s), T h e n s w i t c h off the r a d i o . A s k the
pause. A s k the students ' W h i c h students w h a t kind of radio • Put the students into pairs, a n d ;
language is being spoken?' p r o g r a m m e they think they were t h e m to brainstorm anything tha
• If t h e l a n g u a g e is E n g l i s h , a s k if t h e y international news.
80
The Radio
A standard-format question sheet that 'the two leaders met for We all make decisions like this
can be used both in class, and in a every day
self-access centre
81
The Radio
'and the highest of this week's Did the interviewer find out what your Can your students win that holiday in
climbers is... ' students want to know? the Bahamas?
Plus ... A radio broadcast Materials Single cassette player Plus... A radio broadcast
(see below) Plus ... A radio broadcast (see below)
(see below)
m a k e g o o d material for listening-for- • Record a radio interview with a the y o u t h p r o g r a m m e s o n the radio
specific information exercises. f a m o u s person, for e x a m p l e A r n o l d a n d there are also m u s i c
E x a m p l e s of this type of b r o a d c a s t Schwarznegger. p r o g r a m m e s w h i c h invite requests.
a r e : t h e t o p 4 0 hit list, s p o r t s Record o n e of these.
updates, or stock and share prices. • Tell y o u r students that they are
ups a n d d o w n s o f the real w o r l d . they w o u l d like to hear answered. a record, saying w h y they want to
h e a r it.
• Play the interview. T h e students
should tick any questions w h i c h
have been answered.
82
14
TV and Video
M a n y English language teachers n o w have access T h i s s e c t i o n is d i v i d e d i n t o t w o parts: Techniques
to TV and video recorders. M a n y schools keep and Resources a n d Activities. In t h e first part we
r e c o r d i n g s o f p r o g r a m m e s * t a k e n d i r e c t l y off-air, l o o k at a v a r i e t y of b a s i c t e c h n i q u e s that c a n be
a s w e l l a s c o m m e r c i a l v i d e o s d e s i g n e d for u s e d w i t h a l m o s t a n y v i d e o . W e a l s o offer a
l a n g u a g e l e a r n e r s . I n this s e c t i o n w e are c h i e f l y n u m b e r o f i d e a s for u s i n g less c o n v e n t i o n a l
c o n c e r n e d w i t h u s i n g off-air r e c o r d i n g s , i n c l u d i n g r e s o u r c e s , s u c h a s s u b t i t l e d f i l m s . T h e s e c o n d part
news p r o g r a m m e s , d o c u m e n t a r i e s , d r a m a s , p o p c o m p r i s e s g r o u p activities w h i c h c a n be used with
programmes a n d chat s h o w s . Students a n d a v a r i e t y of s t u d e n t s a n d t y p e s of off-air r e c o r d i n g .
teachers a l i k e h a v e m i x e d f e e l i n g s a b o u t t h e r o l e They involve intensive a n d extensive listening
o f v i d e o i n l a n g u a g e - l e a r n i n g . S o m e students a c t i v i t i e s a n d use the t e c h n i q u e s listed i n the first
might see a v i d e o l e s s o n as a 'soft o p t i o n ' w h e r e a s part.
others m a y see it as a b e w i l d e r i n g or e v e n
threatening l i s t e n i n g e x e r c i s e . S o m e t e a c h e r s feel W h e n u s i n g m a t e r i a l o f this k i n d , a l w a y s c h e c k the
O n the o t h e r h a n d , m o s t students e n j o y u s i n g
what is p r o b a b l y the p r i m a r y m e a n s of
c o m m u n i c a t i o n i n the m o d e r n w o r l d - t e l e v i s i o n .
This gives the t e a c h e r a c l a s s r o o m t o o l that c o m e s
from the real w o r l d , a n d t o w a r d s w h i c h m o s t
students feel a great d e a l of g o o d w i l l . T h e v i s u a l
aspect o f v i d e o c a n b e u s e d t o s u p d b r t learners b y
p r o v i d i n g a c o n t e x t , as w e l l as a g u i d e to
meaning. If this r e l a t i o n s h i p is e x p l o i t e d p o s i t i v e l y ,
students c a n be s u p p o r t e d in t h e i r e x p o s u r e to a
valuable a u t h e n t i c s o u r c e , a n d g i v e n a great d e a l
of c o n f i d e n c e as E n g l i s h l a n g u a g e users.
83
ÏI2LZLÏ!™T31 Techniques and Resou
• T h e y m a y create an English
soundtrack for a non-English v i d e o ,
for e x a m p l e ' d u b b i n g ' English
instructions onto a cookery
programme.
84
Techniques and Resources TV and Video
• Seat the students in pairs so that o n e • G e t students to read any on-screen • If y o u h a v e English l a n g u a g e videos
student c a n see the screen a n d the E n g l i s h , for e x a m p l e street s i g n s , with subtitles in the students' mother
other cannot. Turn the s o u n d d o w n shop names, advertised hoardings, t o n g u e , use these to b u i l d student
if there is d i a l o g u e . notices. c o n f i d e n c e . Play the v i d e o w i t h the
s o u n d d o w n , then p l a y the v i d e o
• This creates a g e n u i n e real-time
again w i t h the s o u n d up, but
information g a p activity.
c o v e r i n g the subtitles.
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Back-to-back Adverts Vocabulary Concepts But W h a t Are They Thinking?
Many advertisements are oblique, An activity to make your students So much in life remains unsaid - or
Activity type Pairwork Activity type Pairwork Activity type Groupwork (optional)
advertisement. the v i d e o . Write the w o r d s d o w n the students, and deal with any
the centre of the page w i t h space problems of comprehension or
• Put the class into pairs a n d seat between them. P h o t o c o p y o n e for vocabulary.
t h e m so that o n e student c a n see each pair of students in the class.
the screen a n d the other c a n n o t . • Put the students into g r o u p s w i t h as
Tell t h e m that the s t u d e n t s f a c i n g • Put the students into pairs a n d give m a n y students as there are
the screen are g o i n g to see a TV each pair a v o c a b u l a r y sheet. Go characters in the scene. S o m e
c o m m e r c i a l a n d that they s h o u l d through the w o r d s w i t h the class, students m a y have to d o u b l e up.
describe exactly w h a t they see to discussing meanings and possible A s k e a c h student to take on the role
their partners. contexts for t h e m . o f o n e c h a r a c t e r i n t h e s c e n e . Tell
t h e m that they are g o i n g to express
• P l a y t h e first a d v e r t i s e m e n t w i t h t h e • Play the v i d e o . Tell the students that
what each character is thinking.
sound down, pausing where they c a n look at their sheets, but
necessary to give the students a that there is no n e e d to w r i t e • Play the scene again, pausing
chance to describe what is a n y t h i n g at this stage. regularly w h e n o n e of the
happening. Stop the video before c h a r a c t e r s has just f i n i s h e d
• After y o u have p l a y e d the v i d e o , tell
the p r o d u c t b e i n g advertised speaking. W h i l e the v i d e o is
t h e s t u d e n t s to try to r e c a l l t h e
b e c o m e s clear. A s k any of the p a u s e d , the students 'speak the
contexts in w h i c h the w o r d s w e r e
students w h o have not seen the m i n d s ' of their characters,
used. They should w o r k in pairs.
screen what they think the expressing their feelings, thoughts
Tell t h e m t o w r i t e w h a t t h e y c a n
c o m m e r c i a l i s for, a n d ask t h e m t o a n d frustrations.
r e m e m b e r next to the w o r d on the
give reasons.
sheet. This m a y be a s p o k e n
context, or simply what was
• Play the v i d e o so that all the
s t u d e n t s c a n s e e it, t h i s t i m e w i t h , h a p p e n i n g on-screen at the t i m e .
86
Activities TV and Video
A confidence-building introduction to 7t's life, Jim ... but not as we know it.' Conversation has stopped - can your
an often daunting listening task students continue it?
• C h o o s e a v i d e o c l i p that is
• Take a r e c o r d i n g of a TV n e w s quintessential^ English or • C h o o s e a v i d e o c l i p that features
broadcast and c h o o s e t w o items A m e r i c a n . A g o o d e x a m p l e of this two people having a conversation.
w h i c h feature plenty of i n f o r m a t i o n , might c o m e from an English soap At l o w e r levels, this m a y be t w o
for e x a m p l e d i a g r a m s , p h o t o g r a p h s opera like Eastenders. In o r d e r to p e o p l e m e e t i n g f o r t h e first t i m e o r
a n d f o o t a g e . M a k e a list o f w o r d s c o m p l e t e this activity, y o u r students a s h o p k e e p e r a n d a c u s t o m e r . At
that are essential to an do not need to understand all, or higher levels the c l i p m a y be of a
understanding of the broadcast. indeed any, of the dialogue. m o r e c o m p l e x relationship, or a
P h o t o c o p y o n e for e a c h student. more dramatic situation.
• V i e w the e x c e r p t as a class a n d deal
• S h o w the t w o n e w s items to the with any problems of • D e c i d e h o w m u c h of the clip you
students w i t h the s o u n d turned c o m p r e h e n s i o n , if y o u w i s h to. w i s h t o s h o w i n o r d e r t o set the
d o w n . After e a c h item, ask the scene. W i t h l o w e r levels the clues
students to discuss, in g r o u p s , w h a t • If y o u h a v e a m o n o l i n g u a l c l a s s , p u t may be entirely visual and you
they think the reports are about. y o u r students into small groups a n d might begin with a single frozen
ask t h e m to write sentences
Pool their c o n c l u s i o n s . f r a m e . Start t h e v i d e o .
describing any differences between
• H a n d o u t t h e v o c a b u l a r y lists a n d w h a t t h e y s a w o r h e a r d , a n d life i n • Pause the v i d e o a n d ask the
deal with any problems of their o w n country. students to guess w h a t the actors are
comprehension. g o i n g t o say. D i s c u s s their ideas,
• If y o u h a v e a m u l t i l i n g u a l c l a s s , p u t play the next f e w seconds of the
• Ask the students to w o r k a g a i n , in y o u r students into small multilingual
clip and compare.
their g r o u p s , a n d to use the groups a n d ask t h e m to discuss the
k e y w o r d s that t h e y m a y h a v e b e e n differences between what they saw • Put the students into pairs. Play a
g i v e n i n o r d e r t o try a n d r e c o n s t r u c t o r h e a r d a n d life i n their o w n f e w m o r e s e c o n d s of the video.
the story. A t h i g h e r l e v e l s , this m a y countries. Pause it a n d the students continue
be a s p e a k i n g activity. At l o w e r the d i a l o g u e as they think it w i l l
levels, a p p o i n t o n e of the students progress.
in each g r o u p as 'scribe', a n d ask
them to p r o d u c e their o w n news • P l a y t h e m a little m o r e of the c l i p
87
Video Diary Student N e w s A d People
They may be hard to watch, but '... and now over to our overseas Turn an evening pastime into a
they're even harder to make! correspondent...' career
life, for e x a m p l e lessons, l u n c h discuss the language, focusing on cardboard boxes such as cereal
• In a c o r n e r of t h e c l a s s r o o m set up a
'studio' and a booking form. W h e n
the groups are ready they can book
the studio for a slot.
88
Appendix
Full set of Example Cards for Circles (Section 8)
Summaries Circle
my home
my oldest and
dearest friend
J
my hopes for the future my career
my pet hates
my family
my country
89
Auxiliary Circle
I'm going to do my
homework tonight.
90
Reporting Circle (Lower)
said
me
me
(that) s h e h a d b e e n t o B r i t a i n .
10
10 She asked me t o h e l p her.
Could you help me
(request)
with this?
91
Reporting Circle (Upper)
I
Get out and don't 1 tell/order
come back!
8
Don't look at me.
I didn't take your pen!
92
Reporting Circle (Upper continued)
10
Let's go 10 suggest d o i n g (speaker i n c l u d e d in suggestion)
to the beach!
11
Why don't you 11 suggest that do/did
go to bed?
12
Would you like to
borrow my car?
13
We can't lend you 13 refuse to d o
any more money.
14
I'll give you the money 14 promise
next week ... honestly!
93
Quickfire Circle
What seems to be
the matter?
Got a light?
It's my shout.
94
rofessional
ersveetives
professional perspectives is a series of practical
DELTA PUBLISHING
O t h e r titles i n t h e s e r i e s i n c l u d e :
Quince Cottage
Hoe Lane
Creating Conversation in Class
Peaslake
by Chris Sion
Surrey G U 5 9SW
More than 1 0 0 i m a g i n a t i v e ideas a n d s t i m u l a t i n g
England
activities d e s i g n e d t o get s t u d e n t s t a l k i n g i n c l a s s
creatively a n d productively
input
the s t u d e n t s ' m o t h e r t o n g u e i n t h e l a n g u a g e l e a r n i n g
classroom •
95