The Whisper Bell
A nice tool to quieten down students when they are getting too noisy. You may couple it with a "three strikes you're out" approach using your existing rewards/penalties system. With the final slide, if students place two fingers on their throat they will feel the difference between whispering (which you want to promote) and speaking.
www.dropbox.com/scl/fi/mj7esrw8ugegx21khsp17/Whisper-Bell.pptx?dl=0&rlkey=ki7w4fmysi2e5kmvekxhycp60
www.dropbox.com/scl/fi/mj7esrw8ugegx21khsp17/Whisper-Bell.pptx?dl=0&rlkey=ki7w4fmysi2e5kmvekxhycp60
An Alternative to a Spelling Bee
I would like to offer some feedback on my observations of what happened in the case of one of my elementary school classes:
While limited healthy competition might be possible, it would be based on fun, be value-free, provide all with a reasonable chance of succeeding, and be of short duration. On the other hand, unhealthy competition is characterised by feeling real, having winners and losers affected, focusing the goal on winning rather than learning, and creating social capital (prestige) for winners to be used in the future.
To support my opinion, I would refer you to the following articles for further details:
http://info.thinkfun.com/stem-education/competition-in-the-classroom
http://web.calstatela.edu/faculty/jshindl/cm/Chapter18competition-final.htm
I am attaching another relevant article as well. This article is particularly powerful, academically solid, and emotionally moving.
All of this leads me to the following alternative:
Rather than participating in a Speaking Competition, I would ask that they deliver a Speaking Presentation instead, that is, a short play.
While a dramatic performance would still require speaking, memorising text, and speaking in front of others, etc. (just like a competition), it would also involve cooperative learning, allow every student to contribute according to their skills and interests, continue their involvement throughout every stage of the process, be less stressful, have no extrinsic reward, have no losers, and build on (rather than strain) existing classroom relationships.
If the real aims of the speaking competition are to help rather than to humiliate, to build relationships rather than to break them, and to demonstrate that everyone can participate rather than only the elite, then I believe my request for presenting a short play is the most likely way for these aims to be achieved.
I would like to offer some feedback on my observations of what happened in the case of one of my elementary school classes:
- The Spelling Bee elicited anxiety and stress among some less capable students, apart from the obvious psychological reasons for doing so, but also because of the “high stakes” nature of it - prizes, points, photos, etc.
- A number of students quickly determined the high likelihood of their not being a prize winner, and put in much less effort.
- In some cases students made deliberate mistakes to reduce their anxiety and to save themselves the humiliation of being shown as less able.
- Before the process got anywhere near its conclusion, most knew who would be the top three or four students likely to progress to the finals.
- There was no rationale given for the set of words chosen, so it was less motivational or useful than it might otherwise have been if, say, the words were part of their upcoming assessments.
- Relationships among students, formed during the course of the semester, were strained under the pressure of competition.
While limited healthy competition might be possible, it would be based on fun, be value-free, provide all with a reasonable chance of succeeding, and be of short duration. On the other hand, unhealthy competition is characterised by feeling real, having winners and losers affected, focusing the goal on winning rather than learning, and creating social capital (prestige) for winners to be used in the future.
To support my opinion, I would refer you to the following articles for further details:
http://info.thinkfun.com/stem-education/competition-in-the-classroom
http://web.calstatela.edu/faculty/jshindl/cm/Chapter18competition-final.htm
I am attaching another relevant article as well. This article is particularly powerful, academically solid, and emotionally moving.
All of this leads me to the following alternative:
Rather than participating in a Speaking Competition, I would ask that they deliver a Speaking Presentation instead, that is, a short play.
While a dramatic performance would still require speaking, memorising text, and speaking in front of others, etc. (just like a competition), it would also involve cooperative learning, allow every student to contribute according to their skills and interests, continue their involvement throughout every stage of the process, be less stressful, have no extrinsic reward, have no losers, and build on (rather than strain) existing classroom relationships.
If the real aims of the speaking competition are to help rather than to humiliate, to build relationships rather than to break them, and to demonstrate that everyone can participate rather than only the elite, then I believe my request for presenting a short play is the most likely way for these aims to be achieved.
NOTE: The comment at the base of the image should say "by using the acronym DOSASCOMP".
The Order of Adjectives infographic was created using http://www.easel.ly.
The Order of Adjectives infographic was created using http://www.easel.ly.
Teaching Ideas
Copyright & Sharing: I am happy to share these resources with teachers working in non-commercial organisations only. Please read the copyright notice below. If your school is profit-making, please contact me using the Contact Form (tab) to discuss a suitable financial donation. If you plan to make money from these materials, it's only fair that I should also. After all, I put in much of the preparation.
Disclaimer: These materials are provided on an 'as is' basis, meaning that you should consider the need to modify or adapt them to your particular circumstances. That is your job as a professional - please don't neglect it.
PART A. WORKSHEETS, PROMPTS, EXERCISES, PRESENTATIONS, LESSON SEQUENCES.
I have attempted to categorise these teaching resources created by myself below. In most cases they are designed for elementary school students at an early stage of learning English. Where this is not the case, I have indicated an approximate level of ability. Finally, I leave it up to you to determine how to use these in your own situation, as some fit into more than one category.
Grammar
Plurals (Elem.)
Present Continuous (Elem.)
The "be" verb (Pre-Int.)
Verbs (Pre-Int.)
Order of adjectives (Elem. PPT)
Word order in sentences (Elem. PPT)
Sentence structure (Elem.+ PPT)
Definition sheet (Int.+)
Adverb worksheet (Int.+)
Most common verbs (Int.+)
Verb tense recognition (Int.+)
Question words (Pre-Int.)
Have to/Can (Elem.)
Punctuation practice sheet (Int.+)
Reading
Paris (Int.+)
Simple book review (Elem.)
Extensive reading (Pre-Int. PPT)
Note taking (Pre-Int. PPT)
Book review (Int.+)
Draw a scene (Int.+)
Mini book review (Elem.)
Story week 3 (Gr. 4)
Story week 6 (Gr. 4)
Story week 2- lesson 1 (Gr. 5)
- & 2 (Gr. 5)
Story week 3 (Gr. 6)
Jumbled dialogue (Gr. 4)
Jumbled sentences (Gr. 5)
Word jumble (Gr. 5)
Guess meaning from context (Pre-Int.)
Film Discussion
Mind the Baby Mr Bean (Gr. 5 PPT)
Soar (Gr. 5 PPT) based on short film by Alyce Tzue @ http://film-english.com/
Writing
Quotes and Commas (Pre-Int.)
Sentence Pattern Chart (Pre-Int.)
Different Types of Essays (Int.+)
Concluding paragraphs (Pre-Int. PPT)
Five paragraph essay (Pre-Int. PPT)
APA referencing workshop (Int+ PPT)
Short story writing notes (Int.+)
Steps in summary writing (Int.+)
Writing a persuasive essay (Int.+)
Star signs
ID card (Gr. 5)
Appearances web quest (Pre-Int.)
Countries web quest (Pre-Int.)
Basic punctuation guide (PPT)
Extra notes on punctuation using Harvard style
Writing academic reports (PPT)
Writing essays, paragraphs, referencing & paraphrasing (PPT)
Different types of essays (Int+ PPT)
From sentences to paragraphs (Pre-Int. PPT)
Speaking
Photos for speaking practice (Pre-Int.)
Questions for speaking practice photos (Pre-Int.)
IPA consonants chart
Food and drink discussion (Pre-Int.)
Hot air balloons information gap
Making a bank deposit
At the market
School English Bank form
Animal sounds
Teasure hunt (Gr. 5)
Sports survey (Gr. 6)
Dice game
Nanny McPhee discussion (Pre-Int.)
Speaking test (Basic)
Drama & Action Songs
Swimming Pool song (Elem. PPT) view song here
CHICKEN LITTLE - Flashcards
- Play (Gr. 4-6)
- Play simplified (Gr. 2-3)
- Pictures
- Assessment grid (Gr. 2-6)
GOING TO THE HOUSE OF THE BABY
- Play (Gr. 5)
- Approach to Play (Gr. 5)
Vocabulary
Vocabulary Spinner (any level)
Feelings (Elem. PPT)
Clothes (Elem. PPT)
Weather (Pre-Int.) PPT
Compass (Elem. PPT)
Describing people and family (Elem. PPT)
Vocabulary review
Months & ordinals worksheet
Directions maze
Key phrases (classroom English)
Earth Day vocab. PowerPoint
TPR - segment 1
- segment 2
- segment 3
- segment 4
CHINESE NEW YEAR - Worksheet 1
- Worksheet 2
- TPR PowerPoint
- Vocab. PowerPoint
Christmas worksheet (Gr. 5)
Treasure hunt prepositions (Gr. 5)
Classroom objects (Gr. 3)
Old McDonald song (Gr. 2)
Can you 2 (Gr. 5)
Can you 1 (Gr. 5)
House rooms (Gr. 6)
Jobs (Gr. 6)
Everyday activities (Gr. 4)
Appearances: comparatives, superlatives (Pre-Int.)
Leisure activities (Pre-Int.)
Actions (Elem.)
Daily routines (Elem.)
Shops (Elem.)
Forms of transport (Elementary)
Places around town (Basic)
Likes and dislikes (Basic)
Spelling Bee rules (All)
Games
Ice-breakers (PPT)
Spelling Bee notes
Spelling Bee notice to finalists
Karaoke contest judging form
Talent contest entry form
Snakes and Ladders rules
Mystery box rules
Pin the tail on the Chinese dragon
Computer lab. worksheet (Gr. 5)
Computer lab. worksheet (Gr. 6)
Nature explorer worksheet (Gr. 4-6)
Secret code (Gr. 2)
General (for teachers)
Ideas for Senior High School ESL
Introduction to Google Drive and Docs (PPT)
Using English search engines (PPT)
Naturally Curious - Bringing New 'Intelligence' to TEYL
Use of Three Common Genres in ESL Writing
Teaching Modes
Role-play Instructions (Business English)
Using the Internet with Adults (Business English)
Intermediate Young Adult ESL Unit
Computer Assisted Language Learning & Self Access
Seating plan template (form)
Behaviour review (PPT)
Discourse analysis (course notes)
Semiotic analysis (course notes)
Language student profile (form)
SL teaching glossary (terms)
Selecting texts
Tips for behaviour management
Classroom rules
Greg's approach to teaching YL's
Student computer use survey (form)
Classroom rules (new) (PPT)
My personal teaching philosophy
Communicative language teaching
Current dilemmas in adult online EFL
Understanding uses of oral communication
Discourse, grammar, literacy and social input
Teaching English to Young Learners (course notes):
- Technology
- Storytelling
- Projects
- Poetry
- Phonology
- Pairs and groups
- Music, songs and chants
- Gestures and flash cards
- Games
- Dance, drama and dialogue
- Crafts
- Correction, checking & syllabus design
Types of reinforcement
Bachmann’s model of communicative language ability (diagram)
Exam preparation advice
Motivation self assessment for study
PART B. ACTIVITIES FOR USE IN (ELEMENTARY) ENGLISH LEARNING CLASSROOMS.
Again, I have attempted to classify these ideas according to either the skills focus or according to the learning phase involved. Hopefully these suggestions will stimulate your thinking about further ways to facilitate EL learning.
Please contact me if you have further suggestions or questions by placing a post on the Teachers' Wall. Enjoy!
Warmers
* throwing a ball or playing a memory game to review language items
* greetings e.g. name, school, date, weather, feelings
* spot the difference (e.g. picture A & picture B)
* describe and draw
* write colours of one student’s items on board; guess who it is
* review of classroom English
* imitate the colour, size, sound, movement of an animal (flashcard)
* tongue twisters
* hot seat
* brainstorm
* find someone who ... likes, doesn’t like, etc.
* charades (back to the board)
Presentation
* try eliciting new language e.g. draw, use pictures/realia, mime
* try prediction
* use context and brainstorm
* check understanding
* modelling
* 'little teacher'
* reinforce with - teacher says, class repeats if correct, stays silent if not; guess which item I'm thinking of; sorting into groups; L1 translation
* use textbooks, puppets, flashcards, gestures, dialogue (e.g. with puppet) , video, audio, newspapers, pictures, songs, TPR, chants (with actions), realia (e.g. in magic bag), stories, anecdotes, guided discovery
Controlled Practice
* using open class, open pairs, closed pairs, group work, mingles, teams
* drills - choral, individual, substitution
* gap fills - single, double, such as an incomplete table of facts, maps with missing places, time schedules, a dialogue or text
* sentence completion
* quizzes and questionnaires
* games - board, memory, guess, Simon Says, I Spy, Hangman/Shark, bingo (e.g. call definitions), tic-tac-toe, pointing, Pelmanisms (cards face down, turn over & match), Go Fish, snap, dominoes, computer software, treasure hunt
* tests
* information search e.g. find a partner, exchange information
* dictation e.g. draw a picture dictated by teacher
* cloze exercises and cut-ups
* TPR e.g. mimes, show me ..., bring me ...
* sequencing
* classifying/sorting e.g. by type, colour, size, shape, alphabetically, age, etc.
* matching e.g. words and pictures, sentence halves
* yes/no/unsure (thumbs up/down/on desk), true/false, multiple-choice questions
* jumbled words & sentences (sort out the nonsense)
* crosswords, puzzles
* spelling bee
* pattern practice
* identify mistakes
* chants and raps, songs
* charades, act out e.g. by pulling out of a hat
* find someone who ...
* requesting cards e.g. 'Do you have ...'
* speed memory game
* other games against the clock
* prediction (what's next)
* remove flashcards and recall what's missing
* show flashcard upside down, gradually, quickly, through a peephole, with missing letters, pull out of a bag and say; bomb game
* lay large FCs on floor, cross safely to other side by making a sentence and stepping on cards
* play FC Showdown - two Ss back-to-back, three paces, turn, first to say other's FC wins
* respond to stimulus by touching, hitting, throwing ball at flashcards
* definitions game - give three options for one word
* Mexican wave - sentences, Q & A, words, sounds
* whispers game (students line up in teams; teacher shows first one a word/letter; students whisper along line; check final student)
* 'Do what I say, not what I do'
* What's in your schoolbag?
* Hot Potato - pass a ball, when music stops student with ball responds as required
* board or picture prompts for dialogue practice
* guessing - word starting with '...'; clap number of syllables; provide start, guess the ending; feel what's in the bag; gradually draw target item
Freer Practice
* role plays - first establish role, context, purpose e.g. own experiences, known characters or topic, phone conversation, odd characters e.g. robots
* discussions - likes/dislikes (e.g. school subjects), opinions (may provide prompts), hypotheses, ranking, debate
* surveys e.g. favourite ...
* re-telling a story, imagining, continuing a story
* projects and tasks e.g. displays
* excursions
* problem-solving or planning
Songs & Chants
* use for vocabulary review
* to increase fluency & pronunciation, and all macro-skills
* add gestures, movement, dance
* games such as wrong words, gap fill, comprehension
* examples include ABC song, Bingo song (change letters, try sounds of letters), Musical Chairs, Happy Birthday
Video Work
* silent viewing (picture but no sound)
* blind viewing
* re-tell what happens
* predict what happens next
* comprehension questions
* worksheets
Phonics Work
* rhyme
* syllable counting and splitting
* blending
* alliteration
* assonance (same middle sound)
* segmentation and counting sounds
* synthesis
* manipulation (add, subtract, substitute, reverse); play with sounds e.g. try spelling nonsense syllables; go up word ladder changing one letter at a time
* sing to 'Bingo' song
* 5x5 sound bingo
* word or sentence unscramble
* spelling games e.g. guess word teacher starts to spell; name nth letter in a word; stand in row holding letter cards for words; hopscotch grids
* dictation
* letter feature sort
* letter line up
* match pictures and letters
* teacher says letter/sound/word; students write & hold up mini-whiteboards
* students write random letter; partner says letter/sound/word to match
* with sound pairs teacher says one; students raise left or right hand or say 1 or 2
* saying tongue twisters
* peanut relay: form teams; must run while holding peanut on spoon; say letter/sound/word; if correct, pass to partner & continue
Speech Work
* pronunciation practice using video with sound off, picture prompts, various models
* train the ear using minimal pairs (e.g. same/different, circle the right one), odd one out, number of times in a sentence
* repetition using different volume, say it high, say it low, different tones (scared, surprised, angry, bored, sad, happy, tired, forgetful, curious), different speed, backwards, using odd/even ones, words that rhyme, words that fit a pattern (e.g. stress), raps, chants, songs, up your sleeve, out the window, soft to loud, loud to soft, think one/say one word, to a beat, with actions, like a robot
* stress by counting syllables, using visual patterns, anticipation with new words, songs
* spelling bee
* guess word from number of claps or from pictures
* “dialogue build” (listen first, try to remember, next re-construct the dialogue, say it)
Reading Work
* re-tell using puppets
* use mime and gestures
* draw characters and scenes
* match words to characters ("Who says ...?)
* 'Who am I?' yes/no game
* What or who they like/dislike
* before reading - predict from cover, title and pictures (also, to anticipate vocabulary & ideas), confirm vocabulary
* while reading - what happens next; describe pictures in book
* after reading - song, dance, do a story timeline, reflect how characters changed
* word cards - do an action when hear them
* dictionary work and sorting
* worksheet, craft, role play, gap fill, summary
Writing Work
* disappearing prompts i.e. model first, then just give prompts
* finger writing
* picture prompts e.g. describe from memory; what happened before this/what's next
* puzzles and crosswords
* team writing
* wall displays
* tracing a letter, number or word on another's back
* mind maps
* writing diaries, letters, postcards, book reviews
Listening Work
* respond by putting up hand, an object, a picture/word card, standing up, another action (e.g. as a group)
* identify the odd one out
* memorise & recall a sequence of numbers, words, letters
* games
* puzzles
* sorting pictures
* choosing correct item on worksheet
* travel through a maze
* use songs for note-taking, circling included words only, gap-filling, sequencing pictures, identifying inaccuracies, comprehension, true/false questions
* point, touch, tick, mime, move, write
* dictate sounds or words to write onto bingo grids, pictures, treasure maps
Reading/Listening to Texts
* establish context first
* pre-teach vocabulary (up to 8 words)
* set "gist" questions (overall meaning)
* set time limit for listening/reading
* check gist answers in pairs, then whole class
* set more detailed questions (comprehension, T/F, MC)
* repeat above steps
* group reading of text
Story Telling
* vocabulary work initially
* predict with Q&A
* add song & dance
* follow up with worksheet, craft, drawing
* include role-playing, puppets, props, etc.
Games Menu
* guessing
* blindfold
* puzzle, jigsaw puzzle (cut up set of flashcards)
* board games e.g. Snakes and Ladders
* card games e.g. Go Fish, Snap
* flashcard actions (e.g. slow reveal of word/picture) & 3-part flashcards
* shadow draw & match
* sentence stepping stones
* memory
* jeopardy
* charades (pair of students with back to board guess actions of team)
* hunt (find items)
* bingo
* use dice to decide which item to answer
* hammer throw/hit; sticky ball
* matching e.g two sets of cards
* ball toss Q&A
* gap-fill
* sentence completion
* dictation
* mime
* “Who am I?”
* “I Spy”
* drills (listen and repeat) chorally, individual, substitution
* TPR
* computer-based
* dance/movement – Simon Says, Hokey Pokey, TPR, brain breaks
Intelligences
Verbal Intelligence - report, recite, re-tell, listen, debate, joke, read aloud, read papers etc.
Visual Intelligence - draw, model, use maps & symbols, cartoons, video, posters, photos
Logical Intelligence - analyse, classify, compare, rank, evaluate, mazes, puzzles, sequences, timelines, calculations, codes
Musical Intelligence - sing, use rhythm, raps, choral reading, listen, improvise
Interpersonal Intelligence - discuss, dialogue, survey, question, work in pairs & groups, debate, play games
Intrapersonal Intelligence - record information, write poetry, study, rehearse, self-evaluate
Bodily Intelligence - dance, perform, role-play, mime, non-verbals, sports, games e.g. Simon Says. Hokey Pokey, TPR
Naturalist Intelligence - observe, explore, identify, discover, compare, display, sort, do projects
Disclaimer: These materials are provided on an 'as is' basis, meaning that you should consider the need to modify or adapt them to your particular circumstances. That is your job as a professional - please don't neglect it.
PART A. WORKSHEETS, PROMPTS, EXERCISES, PRESENTATIONS, LESSON SEQUENCES.
I have attempted to categorise these teaching resources created by myself below. In most cases they are designed for elementary school students at an early stage of learning English. Where this is not the case, I have indicated an approximate level of ability. Finally, I leave it up to you to determine how to use these in your own situation, as some fit into more than one category.
Grammar
Plurals (Elem.)
Present Continuous (Elem.)
The "be" verb (Pre-Int.)
Verbs (Pre-Int.)
Order of adjectives (Elem. PPT)
Word order in sentences (Elem. PPT)
Sentence structure (Elem.+ PPT)
Definition sheet (Int.+)
Adverb worksheet (Int.+)
Most common verbs (Int.+)
Verb tense recognition (Int.+)
Question words (Pre-Int.)
Have to/Can (Elem.)
Punctuation practice sheet (Int.+)
Reading
Paris (Int.+)
Simple book review (Elem.)
Extensive reading (Pre-Int. PPT)
Note taking (Pre-Int. PPT)
Book review (Int.+)
Draw a scene (Int.+)
Mini book review (Elem.)
Story week 3 (Gr. 4)
Story week 6 (Gr. 4)
Story week 2- lesson 1 (Gr. 5)
- & 2 (Gr. 5)
Story week 3 (Gr. 6)
Jumbled dialogue (Gr. 4)
Jumbled sentences (Gr. 5)
Word jumble (Gr. 5)
Guess meaning from context (Pre-Int.)
Film Discussion
Mind the Baby Mr Bean (Gr. 5 PPT)
Soar (Gr. 5 PPT) based on short film by Alyce Tzue @ http://film-english.com/
Writing
Quotes and Commas (Pre-Int.)
Sentence Pattern Chart (Pre-Int.)
Different Types of Essays (Int.+)
Concluding paragraphs (Pre-Int. PPT)
Five paragraph essay (Pre-Int. PPT)
APA referencing workshop (Int+ PPT)
Short story writing notes (Int.+)
Steps in summary writing (Int.+)
Writing a persuasive essay (Int.+)
Star signs
ID card (Gr. 5)
Appearances web quest (Pre-Int.)
Countries web quest (Pre-Int.)
Basic punctuation guide (PPT)
Extra notes on punctuation using Harvard style
Writing academic reports (PPT)
Writing essays, paragraphs, referencing & paraphrasing (PPT)
Different types of essays (Int+ PPT)
From sentences to paragraphs (Pre-Int. PPT)
Speaking
Photos for speaking practice (Pre-Int.)
Questions for speaking practice photos (Pre-Int.)
IPA consonants chart
Food and drink discussion (Pre-Int.)
Hot air balloons information gap
Making a bank deposit
At the market
School English Bank form
Animal sounds
Teasure hunt (Gr. 5)
Sports survey (Gr. 6)
Dice game
Nanny McPhee discussion (Pre-Int.)
Speaking test (Basic)
Drama & Action Songs
Swimming Pool song (Elem. PPT) view song here
CHICKEN LITTLE - Flashcards
- Play (Gr. 4-6)
- Play simplified (Gr. 2-3)
- Pictures
- Assessment grid (Gr. 2-6)
GOING TO THE HOUSE OF THE BABY
- Play (Gr. 5)
- Approach to Play (Gr. 5)
Vocabulary
Vocabulary Spinner (any level)
Feelings (Elem. PPT)
Clothes (Elem. PPT)
Weather (Pre-Int.) PPT
Compass (Elem. PPT)
Describing people and family (Elem. PPT)
Vocabulary review
Months & ordinals worksheet
Directions maze
Key phrases (classroom English)
Earth Day vocab. PowerPoint
TPR - segment 1
- segment 2
- segment 3
- segment 4
CHINESE NEW YEAR - Worksheet 1
- Worksheet 2
- TPR PowerPoint
- Vocab. PowerPoint
Christmas worksheet (Gr. 5)
Treasure hunt prepositions (Gr. 5)
Classroom objects (Gr. 3)
Old McDonald song (Gr. 2)
Can you 2 (Gr. 5)
Can you 1 (Gr. 5)
House rooms (Gr. 6)
Jobs (Gr. 6)
Everyday activities (Gr. 4)
Appearances: comparatives, superlatives (Pre-Int.)
Leisure activities (Pre-Int.)
Actions (Elem.)
Daily routines (Elem.)
Shops (Elem.)
Forms of transport (Elementary)
Places around town (Basic)
Likes and dislikes (Basic)
Spelling Bee rules (All)
Games
Ice-breakers (PPT)
Spelling Bee notes
Spelling Bee notice to finalists
Karaoke contest judging form
Talent contest entry form
Snakes and Ladders rules
Mystery box rules
Pin the tail on the Chinese dragon
Computer lab. worksheet (Gr. 5)
Computer lab. worksheet (Gr. 6)
Nature explorer worksheet (Gr. 4-6)
Secret code (Gr. 2)
General (for teachers)
Ideas for Senior High School ESL
Introduction to Google Drive and Docs (PPT)
Using English search engines (PPT)
Naturally Curious - Bringing New 'Intelligence' to TEYL
Use of Three Common Genres in ESL Writing
Teaching Modes
Role-play Instructions (Business English)
Using the Internet with Adults (Business English)
Intermediate Young Adult ESL Unit
Computer Assisted Language Learning & Self Access
Seating plan template (form)
Behaviour review (PPT)
Discourse analysis (course notes)
Semiotic analysis (course notes)
Language student profile (form)
SL teaching glossary (terms)
Selecting texts
Tips for behaviour management
Classroom rules
Greg's approach to teaching YL's
Student computer use survey (form)
Classroom rules (new) (PPT)
My personal teaching philosophy
Communicative language teaching
Current dilemmas in adult online EFL
Understanding uses of oral communication
Discourse, grammar, literacy and social input
Teaching English to Young Learners (course notes):
- Technology
- Storytelling
- Projects
- Poetry
- Phonology
- Pairs and groups
- Music, songs and chants
- Gestures and flash cards
- Games
- Dance, drama and dialogue
- Crafts
- Correction, checking & syllabus design
Types of reinforcement
Bachmann’s model of communicative language ability (diagram)
Exam preparation advice
Motivation self assessment for study
PART B. ACTIVITIES FOR USE IN (ELEMENTARY) ENGLISH LEARNING CLASSROOMS.
Again, I have attempted to classify these ideas according to either the skills focus or according to the learning phase involved. Hopefully these suggestions will stimulate your thinking about further ways to facilitate EL learning.
Please contact me if you have further suggestions or questions by placing a post on the Teachers' Wall. Enjoy!
Warmers
* throwing a ball or playing a memory game to review language items
* greetings e.g. name, school, date, weather, feelings
* spot the difference (e.g. picture A & picture B)
* describe and draw
* write colours of one student’s items on board; guess who it is
* review of classroom English
* imitate the colour, size, sound, movement of an animal (flashcard)
* tongue twisters
* hot seat
* brainstorm
* find someone who ... likes, doesn’t like, etc.
* charades (back to the board)
Presentation
* try eliciting new language e.g. draw, use pictures/realia, mime
* try prediction
* use context and brainstorm
* check understanding
* modelling
* 'little teacher'
* reinforce with - teacher says, class repeats if correct, stays silent if not; guess which item I'm thinking of; sorting into groups; L1 translation
* use textbooks, puppets, flashcards, gestures, dialogue (e.g. with puppet) , video, audio, newspapers, pictures, songs, TPR, chants (with actions), realia (e.g. in magic bag), stories, anecdotes, guided discovery
Controlled Practice
* using open class, open pairs, closed pairs, group work, mingles, teams
* drills - choral, individual, substitution
* gap fills - single, double, such as an incomplete table of facts, maps with missing places, time schedules, a dialogue or text
* sentence completion
* quizzes and questionnaires
* games - board, memory, guess, Simon Says, I Spy, Hangman/Shark, bingo (e.g. call definitions), tic-tac-toe, pointing, Pelmanisms (cards face down, turn over & match), Go Fish, snap, dominoes, computer software, treasure hunt
* tests
* information search e.g. find a partner, exchange information
* dictation e.g. draw a picture dictated by teacher
* cloze exercises and cut-ups
* TPR e.g. mimes, show me ..., bring me ...
* sequencing
* classifying/sorting e.g. by type, colour, size, shape, alphabetically, age, etc.
* matching e.g. words and pictures, sentence halves
* yes/no/unsure (thumbs up/down/on desk), true/false, multiple-choice questions
* jumbled words & sentences (sort out the nonsense)
* crosswords, puzzles
* spelling bee
* pattern practice
* identify mistakes
* chants and raps, songs
* charades, act out e.g. by pulling out of a hat
* find someone who ...
* requesting cards e.g. 'Do you have ...'
* speed memory game
* other games against the clock
* prediction (what's next)
* remove flashcards and recall what's missing
* show flashcard upside down, gradually, quickly, through a peephole, with missing letters, pull out of a bag and say; bomb game
* lay large FCs on floor, cross safely to other side by making a sentence and stepping on cards
* play FC Showdown - two Ss back-to-back, three paces, turn, first to say other's FC wins
* respond to stimulus by touching, hitting, throwing ball at flashcards
* definitions game - give three options for one word
* Mexican wave - sentences, Q & A, words, sounds
* whispers game (students line up in teams; teacher shows first one a word/letter; students whisper along line; check final student)
* 'Do what I say, not what I do'
* What's in your schoolbag?
* Hot Potato - pass a ball, when music stops student with ball responds as required
* board or picture prompts for dialogue practice
* guessing - word starting with '...'; clap number of syllables; provide start, guess the ending; feel what's in the bag; gradually draw target item
Freer Practice
* role plays - first establish role, context, purpose e.g. own experiences, known characters or topic, phone conversation, odd characters e.g. robots
* discussions - likes/dislikes (e.g. school subjects), opinions (may provide prompts), hypotheses, ranking, debate
* surveys e.g. favourite ...
* re-telling a story, imagining, continuing a story
* projects and tasks e.g. displays
* excursions
* problem-solving or planning
Songs & Chants
* use for vocabulary review
* to increase fluency & pronunciation, and all macro-skills
* add gestures, movement, dance
* games such as wrong words, gap fill, comprehension
* examples include ABC song, Bingo song (change letters, try sounds of letters), Musical Chairs, Happy Birthday
Video Work
* silent viewing (picture but no sound)
* blind viewing
* re-tell what happens
* predict what happens next
* comprehension questions
* worksheets
Phonics Work
* rhyme
* syllable counting and splitting
* blending
* alliteration
* assonance (same middle sound)
* segmentation and counting sounds
* synthesis
* manipulation (add, subtract, substitute, reverse); play with sounds e.g. try spelling nonsense syllables; go up word ladder changing one letter at a time
* sing to 'Bingo' song
* 5x5 sound bingo
* word or sentence unscramble
* spelling games e.g. guess word teacher starts to spell; name nth letter in a word; stand in row holding letter cards for words; hopscotch grids
* dictation
* letter feature sort
* letter line up
* match pictures and letters
* teacher says letter/sound/word; students write & hold up mini-whiteboards
* students write random letter; partner says letter/sound/word to match
* with sound pairs teacher says one; students raise left or right hand or say 1 or 2
* saying tongue twisters
* peanut relay: form teams; must run while holding peanut on spoon; say letter/sound/word; if correct, pass to partner & continue
Speech Work
* pronunciation practice using video with sound off, picture prompts, various models
* train the ear using minimal pairs (e.g. same/different, circle the right one), odd one out, number of times in a sentence
* repetition using different volume, say it high, say it low, different tones (scared, surprised, angry, bored, sad, happy, tired, forgetful, curious), different speed, backwards, using odd/even ones, words that rhyme, words that fit a pattern (e.g. stress), raps, chants, songs, up your sleeve, out the window, soft to loud, loud to soft, think one/say one word, to a beat, with actions, like a robot
* stress by counting syllables, using visual patterns, anticipation with new words, songs
* spelling bee
* guess word from number of claps or from pictures
* “dialogue build” (listen first, try to remember, next re-construct the dialogue, say it)
Reading Work
* re-tell using puppets
* use mime and gestures
* draw characters and scenes
* match words to characters ("Who says ...?)
* 'Who am I?' yes/no game
* What or who they like/dislike
* before reading - predict from cover, title and pictures (also, to anticipate vocabulary & ideas), confirm vocabulary
* while reading - what happens next; describe pictures in book
* after reading - song, dance, do a story timeline, reflect how characters changed
* word cards - do an action when hear them
* dictionary work and sorting
* worksheet, craft, role play, gap fill, summary
Writing Work
* disappearing prompts i.e. model first, then just give prompts
* finger writing
* picture prompts e.g. describe from memory; what happened before this/what's next
* puzzles and crosswords
* team writing
* wall displays
* tracing a letter, number or word on another's back
* mind maps
* writing diaries, letters, postcards, book reviews
Listening Work
* respond by putting up hand, an object, a picture/word card, standing up, another action (e.g. as a group)
* identify the odd one out
* memorise & recall a sequence of numbers, words, letters
* games
* puzzles
* sorting pictures
* choosing correct item on worksheet
* travel through a maze
* use songs for note-taking, circling included words only, gap-filling, sequencing pictures, identifying inaccuracies, comprehension, true/false questions
* point, touch, tick, mime, move, write
* dictate sounds or words to write onto bingo grids, pictures, treasure maps
Reading/Listening to Texts
* establish context first
* pre-teach vocabulary (up to 8 words)
* set "gist" questions (overall meaning)
* set time limit for listening/reading
* check gist answers in pairs, then whole class
* set more detailed questions (comprehension, T/F, MC)
* repeat above steps
* group reading of text
Story Telling
* vocabulary work initially
* predict with Q&A
* add song & dance
* follow up with worksheet, craft, drawing
* include role-playing, puppets, props, etc.
Games Menu
* guessing
* blindfold
* puzzle, jigsaw puzzle (cut up set of flashcards)
* board games e.g. Snakes and Ladders
* card games e.g. Go Fish, Snap
* flashcard actions (e.g. slow reveal of word/picture) & 3-part flashcards
* shadow draw & match
* sentence stepping stones
* memory
* jeopardy
* charades (pair of students with back to board guess actions of team)
* hunt (find items)
* bingo
* use dice to decide which item to answer
* hammer throw/hit; sticky ball
* matching e.g two sets of cards
* ball toss Q&A
* gap-fill
* sentence completion
* dictation
* mime
* “Who am I?”
* “I Spy”
* drills (listen and repeat) chorally, individual, substitution
* TPR
* computer-based
* dance/movement – Simon Says, Hokey Pokey, TPR, brain breaks
Intelligences
Verbal Intelligence - report, recite, re-tell, listen, debate, joke, read aloud, read papers etc.
Visual Intelligence - draw, model, use maps & symbols, cartoons, video, posters, photos
Logical Intelligence - analyse, classify, compare, rank, evaluate, mazes, puzzles, sequences, timelines, calculations, codes
Musical Intelligence - sing, use rhythm, raps, choral reading, listen, improvise
Interpersonal Intelligence - discuss, dialogue, survey, question, work in pairs & groups, debate, play games
Intrapersonal Intelligence - record information, write poetry, study, rehearse, self-evaluate
Bodily Intelligence - dance, perform, role-play, mime, non-verbals, sports, games e.g. Simon Says. Hokey Pokey, TPR
Naturalist Intelligence - observe, explore, identify, discover, compare, display, sort, do projects
