“FAVORITE THINGS” TEACHING MANUAL Lesson Plans Teaching Activities Resources    For The American Summer English Student Workbook The Edge English Institute Field Tested, Prepared, Written, Edited, Accumulated, and Acquired by & Peggy Dockery E.S.L Teacher since 1986 China Teacher 1992-2001 Phyllis Merritt E.S.L Teacher since 1970 China Teacher 1997-2005 XI Page of 242 “Favorite Things” TEACHING MANUAL for the American Summer English Student Workbook Lesson Plans with Activities and Resources The Edge English Institute AKNOWLEDGEMENTS The Teaching Manual for the Summer Student Workbook and the Summer Student Workbook are based on materials first developed by Betsy Cunningham Themes for Lessons 1– 16 are taken from vocabulary found in The New Oxford Picture Dictionary Additional original materials for the lessons were provided by Peggy Dockery, Cheryl Gimple, Harriette Mergele, and Phyllis Merritt RECOMMENDED RESOURCES FOR TEACHERS     The New Oxford Picture Dictionary, or Word by Word Picture Dictionary Word by Word Teacher’s Resource Book and Activity Masters Friendship English — Columbia International University TEFL Program XI ii Page of 242 TEACHING MANUAL FOR SUMMER STUDENT WORKBOOK 2013 TABLE OF CONTENTS Pages ii iii vi Acknowledgements Table of Contents/Needs Preface “Dear Teacher” Lesson People and Relationships Need: Photos of family Song: Getting to Know You Video Touched by an Angel Lesson The Family Need: Pictures of various family relationships; Video of your own family or another family, e.g., The Waltons, Little House on the Prairie, Swiss Family Robinson, Seventh Heaven 15 Lesson Body Parts Need: Pictures to describe people’s appearance; Faces Chart, Expressions of Emotions Song: Head and Shoulders, Knees, Feet, Toes 27 Lesson Medical and Dental Need: Pictures of doctor’s/dentist’s offices/hospitals/equipment; Video: Dr Quinn: Medicine Woman video series or other appropriate medical movie, Chariots of Fire, 36 Lesson Ailments and Injuries, Treatments and Remedies Need: Pictures of various injuries; Video on someone suffering an injury (or you could divide videos into two-days viewing); Grab bag of objects – band aids, tongue depressors, thermometer ointment, etc Video: segments from ER, Gideon’s Crossing 48 Lesson Need: Foods, Vegetables, Fruits, and Meats Picture file on various food items; small cards with pictures of food from grocery advertisements; pictures showing count and non-count food items; Hershey’s Kisses for a taste treat (enough for 35) Videos: Veggie Tales, Copies of Food Pyramid 56 Lesson Need: Containers, Quantities and Money The food section of the newspaper (10-15 copies); samples of USA coins and bills (perhaps a shiny copper penny to give as a gift to each student, about 35); pictures of food items in their packaging (frozen, canned, dry, bulk, fresh); your prepared speech on how you spend/save money (banking items such as checkbook, travelers’ checks, credit cards 65 Lesson Need: Supermarket and Restaurant Grocery ads; home video of you shopping in your favorite supermarket; video of family eating out in America—at fast food drive-through, better restaurants; menus from hometown Snack samples like M&M’s Cheetoes, Gummy bears, mints, gum, etc 73 Lesson Clothing 82 Need: Sample swatches of fabric: colors, stripes, checked, polka dots, solids, prints, plaids, textures, rayon, cotton, wool, etc., or pictures of fabric); pictures of everyday clothing advertisements from Sears, Penney’s (bring 15); be prepared with pictures of kinds of clothing American sub-cultures wear Catalogs like Lands’ End XI iii Page of 242 Pages Lesson 10 The Weather and Seasons Need: Video tape weather reports for a week Pictures of unusual weather Calendar scenes showing seasons A picture of a small boat in a storm-tossed sea (Homer Winslow would be good.) Weather pages from newspaper 90 Lesson 11 The American Classroom and American Education Need: Home video of a local school Videos of The Miracle Worker (about Helen Keller); Stand and Deliver; Dead Poet’s Society; Mr Holland’s Opus, Music of the Heart (Meryl Streep) or one about American education; a sample textbook or other school-related material: an American flag; magazine pictures 100 Lesson 12 Houses and Furniture Need: Pictures of your home and furnishings listed in vocabulary Pictures to illustrate the items “left us” in the story “the Gift of Going Without”—tin tub, oil lamp, wood stove, milking, vegetable garden, City scenes—metropolitan, suburban, and small town housing; pictures depicting the vocabulary building words such as spacious, restoration, etc Bob Villa TV program, HGTV segments , outside pictures of houses other pictures of rooms; floor plans 113 Lesson 13 The City and Directions Need: Copies of a small town map; Downtown Map Game 123 Lesson 14 The Office and Occupations Need: Pictures of occupations, office equipment, scenes in offices, common jobs, professional personnel, immigrant workers in the US Classified ads, Office, Depot, Comp USA ads 135 Lesson 15 Cars and Transportation Need: Pictures of a wide variety of transportation—modern, vintage, and futuristic; video of t.v commercials and/or colored newspaper and magazine ads for automobiles; Video: Tucker: A Man & His Dream; Henry Ford: The Legend;” or other appropriate choices 147 Lesson 16 Outdoor Activities and Sports Need: Pictures of sports, sports figures, equipment; Videos: Angels in the Outfield, Field of Dreams, and others, Team posters, frisbee 156 Lesson 17 Weddings Need: Pictures representing Wedding Vocabulary; home video of a wedding; Preparation list of things couples must to prepare 169 Lesson 18 Thanksgiving Need: candy corn (5 for each student), costumes, pictures of Thanksgiving scenes 182 Lesson 19 Christmas Need: Tapes of Christmas carols, class, computer roster, sample Christmas cards balloons, warm fuzzies, 2001 pennies, gift bags Small American flag Stamps 190 Appendix Suggestions Categories Game Resource How to Give a Bible 205 215 219 XI iv Page of 242 Teaching Supplies Checklist Teaching Pictures See Table of Contents Needs ”Refrigerator” magnets to hold posters on the blackboard Gold Safety pins—one for each member of the class When you or another student overhears class members speaking anything except English, the pins can be removed and worn by the one who catches them Award a prize to the student collecting the largest number of pins Jumbo Ziplok Bags to carry teaching materials, posters, handouts for class to put them back in as you finish during the class Brown paper bags to be packed flat in your suitcase, then opened, folded down about a third of the way to use as “files” in your room Chalk/chalk holder to keep your hands clean Magic markers —Masking tape — painter’s tape, inch size —Post It Notes can also be used to attach papers to blackboard —Index cards —Games, craft supplies —City map —Restaurant menus —Coins ($1 each of pennies, nickels, dimes, quarters, a Sacajaweea coin dollar) —Paper Money ($1, $5, $10, $20) —Cloth map of the world and of the United States (check Hancock’s, Jo Ann Fabrics or Hobby -—– Lobby) or bring a paper map —Pictures of family/friends/job —Floor Plan —Long balloons for making figures the last day of class See the internet for samples —Stamps for game prizes —Snacks for class Sweet Tarts, M&M’s, Cheetos, pretzels, small candy canes, Valentine Candies with messages _Wooden craft sticks to write each person’s name and then use to select for response in class— and to call roll —Be a Kid Again props, bubbles to blow, straw to blow paper from, round balloons to pop —Cassettes with songs —Videos —Christmas cards —Index cards, white for name tents, pink and blue for student information From the Newspaper —Auto ads —Groceries ads (45 copies would be good get extras from a couple of supermarkets.) —Wedding pages, wedding catalog from JC Penny —Mother’s Day/Father’s Day/ ads from Sunday paper, Target etc —The weather page (save from different seasons) with US map—USA color —Houses/Apartments for sale —Sunday ads Game Prizes or Gifts —Donations from cosmetic counters, perfume samples, etc —Book marks —Stickers —Postcards —Small American flags —Pens (donated) —Sports team posters, baseball cards, t-shirts v XI Page of 242 For the Teacher, There are three parts to each lesson in this Teacher Manual  AGENDA PAGE  TEACHING the Summer Student Workbook  LEARNING ACTIVITIES and RESOURCES The AGENDA serves as a guide of things to each day These ideas may be used throughout the class time, or for the beginning of class The TEACHING section include pages from the Summer Student Workbook and has instructional material placed in boxes Obtain, in China, the SSW printed for the students LEARNING ACTIVITIES contain ideas which will help your students develop their communicative skills Use these as a way to improve speaking skills They also contain resources, puzzles, extra pronunciation advice, games, etc The lessons are numbered 1-19 to match the SSW It is not necessary to each lesson in sequence For example, Christmas or wedding activities should be started in class at least a week before student assemblies The First Day Arrive Early For peace of mind, get to class early and be ready for the day—calm, composed, and organized with board work, poster hanging, sorting materials, and room arrangement complete Take a deep breath, smile, and look poised as you wait to greet your eager students Don’t Forget your lesson plan, materials, handouts, and not EVER be caught without bottled water, Tylenol, and a ready supply of Kleenex Special Activities Bring Index Cards Take two colors of index cards (3x5 or 4x6) for student demographic data (You may not be able to distinguish male from female names on your class roll so ask the girls fill out pink cards and the boys blue cards (or mark with a colored pen) Ask for this information: Chinese name (meaning), Name in Pinyin (so you can pronounce it in English), American name (if none, they want one?) Hobby(ies) Birthday Educational level and major Occupation/profession, marital status Home address, telephone number, B.P number E-mail Ask each student to write the meaning of their Chinese given name (poppy, Courage, etc Bring a Names book that has names, origins, meanings, etc Select one that seems fitting This is a most important act, an honor for you and a treasure for them It’s almost like naming your child If a student has an American name that would bring derision in an English-speaking culture, rename him/her suitably tefore they go overseas to English-speaking cultures Or say, “ I will select a name for you for this class Another day ask students to make an acrostic Write their American name vertically down the back of their card and using the letters of their name tell something about themselves J-ust O-pen-minded Y–outhful Use White Index Cards and fold in half to make name tents Provide a large magic marker to write names on both sides Explain Your Class Procedure Class Goal, Roll Check, Posting of Announcements, Journal, Homework, Class Work, Group Work, Pair Work, Afternoons, Lectures, Special Activities etc Make a “HELP WANTED” poster soliciting student positions: Class Monitor, Class Artist, Class Calligrapher (Printer), Class Technician (gets and returns equipment, operates video, cassette player, etc.) XI vi Page of 242 From: PD & PM What to Do Every Day STEP Meet EFL students’ two needs: a To hear a teacher who is a native English speaker b Time to practice speaking what they are hearing and learning The teacher’s job is to balance class time so that students speak more and the teacher speaks less Telling is not necessarily teaching Listening is not necessarily learning A Learning a language is a skill like learning to play the piano or tennis B Teach for success Give the answer before you ask the question Don’t say anything your students cannot understand Give time for your students to practice in lots of different ways (Remember a new word must be spoken at least 40 times before it is learned) STEP Make language learning productive and fun a Tongue twisters, jazz chants, grammar points, idioms, or a story are all very different language activities b Each is a “part” to be connected to the “whole.” part = activities whole = theme, topic for the day STEP Create a good lesson — include the following: GREETINGS AND CLASS OPENING ACTIVITIES (15—30 MINUTES) Get students’ attention, mark the beginning of the lesson, introduce the topic (or theme), review or preview new content of the lesson, lower anxiety by connecting to something known or familiar to students Possible Activities proverb, roll call, idioms, pronunciations, word games, jazz chant, song, story, quotation, brainstorming…and be sure every Student has spoken during this time TEACHING THE SUMMER STUDENT WORKBOOK PRESENTATION (5-15 minutes) Present the new language in a natural context and make meaning clear The new language might be pronunciation or vocabulary Possible Ways Realia, pictures, dialogues, reading texts, listening to texts, TPR actions PRACTICE (15-20 minutes) Have students practice speaking and listening for accuracy Possible Activities listening/speaking drills, questions and answers, written exercises (fill-in-the-blank, matching, etc.) TIPS Give clear instruction and demonstrate (model) what the students are to Repeat what you say if needed Ask If there are any questions COMMUNICATIVE ACTIVITIES (40- 50% OF TOTAL CLASS TIME) Spend time with the lesson content: vocabulary building, discussion, viewing pictures and discussing, focusing on new language meanings through group work, and/or pair-share conversations about the lesson topic Possible Activities games, role play, information , interviews, surveys, problem-solving, real- world tasks WRAP-UP (5 minutes) Assign homework, cover unfinished business, make announcements for interviews, appointments, and afternoon plans, and teach “farewells” XI Pagevii of 242 SAMPLE SCHEDULE Morning MORNING SCHEDULE 8:30–11:30 a.m.a.m 8:30–11:30 A SAMPLE DAY ANNOUNCEMENTS ANNOUNCEMENTS JOURNAL ASSIGNMENT JOURNAL ASSIGNMENT Student/Teacher Dialogue Journaling STUDENT/TEACHER DIALOGUE JOURNALING EMOTIONS GRAPHICS GRAPHICS What to sayEMOTIONS instead of “Fine, thank you” when asked, HAT TO SAY INSTEAD OF “FINE, THANK YOU” WHEN ASKED, “How are you W today?” “HOW ARE YOU TODAY?” GREETING GREETING ROLL CALL ROLL CALL PROVERB PROVERB TONGUE TWISTER TONGUE TWISTER WORD GAME WORD GAME IDIOM IDIOM PRONUNCIATION WARM-UPS /PRONUNCIATION ADVICE PRONUNCIATION WARM-UPS TEACHING the Summer Student Workbook PRONUNCIATION ADVICE THEME For The Day  Group-Related Activities TEACHING the Summer Student Workbook  THEME Listening Skills  Games  Vocabulary Building  Group-Related Activities Games Language Enrichment, Discussion  Comprehension Development  Communication Skills  Listening Skills Language Enrichment, Discussion Jazz Chan ts  Stories  Vocabulary Building Communication Skills Singing  Comprehension Development Stories Dialogues  Jazz Chants Dialogues Singing SINGING SINGING FAREWELL FAREWELL AFTERNOON AFTERNOON 3:00—5:00 p.m SCHEDULE 3:00—5:00 p.m Monday/Wednesday and Tuesday/Thursday schedules are alternated between A, B, and C level classes for Lecture days Monday/Wednesday and Tuesday/Thursday schedules are alternated between A, B, and C level classes for Lecture days LECTURE with FOLLOW-UP CLASS DISCUSSION (two days each k) LECTURE withwee FOLLOW-UP CLASS DISCUSSION (two days each week) CLASS ACTIVITIES (two days each week) CLASS ACTIVITIES Projects, Free Talk, Activities, Games/Crafts, (two days each week) Review, Skits, Dancing, Movies, Field Trips Projects, Free Talk,Line Activities, Games/Crafts, Review, Skits, Line Dancing, Movies, Field Trips FRIDAY FRIDAY Class-planned Activities, Outings (Museum, Park, etc.), Class-planned Activities, Outings (Museum, Bamboo Park, etc.), Wedding Ceremony, Christmas Play Wedding Ceremony, Christmas Play XI viii Page of 242 GROUPING PAIR WORK Partner activities give students non-threatening, one-on-one opportunities to interact on a personal level They 50% of the talking and listening Pair activities can include Games, Interviews, Journals and Role Plays Pairing partners can be done in a variety of ways The easiest way is to have students seated next to each other be partners However, since an objective of the partner activities is for students to get to know one another, having a variety of partners is essential Pairing students in different ways maintains students' attention, moves them around the room, and helps them to learn each other's names Suggestion Count the students in the class; then divide them in half by left side/right side or front/back  Hand out slips of paper to one half of the students  Ask them to write their whole names on the paper and fold the paper  Collect all the folded papers, then walk through the other half of the class Have each student pick one folded paper  When all the papers are handed out, instruct the students with the papers to find their partners and sit down together  Depending on the class (and your own teaching style), you may prefer an open freefor-all with everyone walking around at once, calling out names, or a more structured pairing in which one student at a time reads the name on his or her paper, the student named raises his or her hand, and the two then sit together This method of pairing can be used again and again, dividing the class in different ways to assure that students have many different partners and get to know everyone in the class by name GROUP WORK For some activities, larger groups of students are preferable Again, grouping students can be done in a variety of ways Suggestion Have students count off numbers, (1-4, 1-5, 1-6, etc.), then join the group that has their number To practice vocabulary, you may replace numbers with items from the current vocabulary list colors, fruits, vegetables, flowers, seasons, etc List the group names on the board (for example, with colors, Red, Black, Yellow, Green, etc.), then assign each student a color and have students form groups, according to their assigned color From a Conversation Book 1, English in Everyday Life, Carver, Fotinos, Prentice Hall Regents ix XI Page of 242 General Suggestions Brown paper bags make good file cabinets in your room Take lessons to class in a large plastic bag Use masking tape all around the edges of posters to keep on the wall Make Posters on thin paper Make Posters on white plastic bags—they will stay on the wall with static electricity Pairing up students Buy the colorful cloth maps of the world and the US at Wal-Mart—they not tear Comprehension Activities Teacher Presentation (maximum 10 minutes) Choose an activity that presents the new language in a natural context and makes the meaning and usage clear The new language might be vocabulary, functional phrases, or a grammar structure Students should see ( on board or handout) and hear a model of the new language Keep it focused–like a laser beam rather than a strobe light “Teach a little, practice a lot.” Always check for understanding Possible methods: Use realia, pictures, dialogues, reading of listening texts, actions, etc Student Practice – (30% - 35% of class time) Select activities/techniques that give the students practice in using the new language material These should be conducted in a controlled manner with predictable responses (until students get it right!) The activities should leave little room for error and help students become comfortable in manipulating (not creating) the new material Focus on accuracy, correcting all errors at this point Remember, this is the “canned” conversation practice that prepares students for real communication It isn’t necessary (or advisable) to use every technique suggested on the lesson plan form in each lesson Nor is it necessary to always teach words/phrases, statements, and question/answer patterns in separate activities; these can sometimes be combined Instead, select the techniques and activities that work best with the content and objectives of the lesson and the proficiency level of the students Possible techniques/activities: TPR, repetition, substitution, transformation, question/answer, chain drills, pair practice, practice games, directed dialogue, mini-survey/interview and vocabulary building TIP: The “set-up” for each activity is important Give clear instructions and demonstrate what the students are to Words/Phrases: List words or phrases that are new in the lesson content Select activities and techniques that will teach meaning and correct pronunciation while giving students ample oral repetition of the words/phrases With beginners and low intermediates, pictures, realia and “acting out” will be necessary to convey meaning High intermediate and advanced students can usually comprehend meaning through definitions, paraphrases, and sample sentences XI X Page 10 of 242 APPENDIX Listen to a song and See how many adjectives and adverbs you can find Use as many words as you can in a sentence that tells all about the song Write down twenty words that were used in the song Use the words to write declarative, interrogative, imperative, and exclamatory sentences · See how many consonant blend words you can find · See how many nouns you can find Write the nouns in alphabetical order · See how many verbs you can find · List ten adjectives you hear Use a thesaurus and write two synonyms for each · Try to find five or more interesting words for which you can find antonyms · See if you can find any words for which you can find homophones List the words in one column and their homophones in a second column · See if you can find any descriptive phrases that sound interesting to you Write the phrases and use them in sentences of your own · Think of five interesting questions and their answers about the song Exchange your questions with a classmate and see if he/she can answer your questions · Find as many compound words as you can Write the word and the two words that form the compound · See if you can find any sensory words List them using the column headings: SEE, HEAR, TASTE, SMELL, TOUCH · Find five words you not know or are not too familiar with List each word and write various definitions given for each in the dictionary Draw a line under the definition that explains how the word was used in the song Use each word in a sentence of your own · Write five sentences that tell about someone in the song and five sentences that tell about some action in the song · Write five sentences that you hear in the song Underline the words that tell WHO, WHAT, WHERE · Illustrate an event from the song with a picture, cartoon, or symbolic border · Write a summary of the song in a short paragraph · See if you can find five sentences that have conjunctions in them Write them on a piece of paper · Write five sentences from the song that have prepositions in them Underline the prepositions · See how many pronouns you can find Write the pronoun and the noun it replaces · See how many adverbs you can find List the adverbs on your paper Next to each word tell whether the adverb answers the question HOW, WHEN, WHERE, or HOW MUCH · · · 213 Page 228 of 242 APPENDIX Suggestions from Teachers "S" on a stick Most ESL students have trouble at one stage of their learning remembering to use the 3rd person singular "s" at the end of verbs Esther Robbins has a clever way to get the students to self-correct this error she has a large cardboard "S" mounted on a popsicle stick, which she keeps in her briefcase If the error occurs, she silently holds up the "S" as a reminder Sometimes she will ask a student to pass the "S" to the one who needs it All-Day Suckers Use lollipops to help students remember how to say /th/ sounds Tongue between teeth Use hand signals to remind students to place their top teeth on bottom lip to make the /v/ Sound Right hand becomes the teeth Left hand the lower lips Explain the purpose of activities Adults work better when they know why they are being asked to something in a certain way Fiona Savage points out that it's important to include students in your reasons for doing things not necessarily for everything but at least from time to time Particularly if students are resistant to the way you are doing something, it is helpful to explain the learning principles behind the method End with success End every class with a sense of accomplishment, says Sue Sandeen It's also nice to end with a laugh, or with a game If possible, say goodbye to each student by name Have students write you a letter Feedback Writing To find out if students are learning, not getting lost and whether they understand what is going on, institute a regular feedback writing, suggests Susan Simon Ask the students to write you a letter about what they've learned, what they are confused about, and what they still want to know Students love getting a personal response, and it is well worth the time Write dialogue journals with your students An expanded version of the above suggestion is an actual journal which each student keeps and which you respond to regularly in writing Using dialogue journals to write back and forth with your students can keep you in touch with what they are really thinking underneath all that classroom talk (For examples of this technique, see Writing Our Lives: Reflections on Dialogue Journal Writing with Adults Learning English, Joy Kreeft Peyton & Jana Staton, Eds., 1991 Prentice Hall Regents.) Teacher movement When you present something to students, be aware of your movement, which can convey a lot of meaning Movement includes your posture, gestures, expressions and appearance, as well as visual aids both planned and unplanned Karen Camp bell reports that research has shown that 60% of the impact of a presentation is due to movement, 30% due to voice and only 10% due to words 214 Page 229 of 242 APPENDIX Use "right brain" activities, too Try to incorporate rhythm, music, drawing, imagination and visualization into your lessons For example, Karen Campbell uses an incomplete picture (two wavy lines) which her students have to expand into a picture of something, then write about Lloyd Rogers likes to invent simple jazz chants suitable for his students or a special occasion And Shirley Ostler urges us to "sing, sing, sing." Students love it, and it reinforces English intonation patterns and sounds, much as the jazz chants Back-to-back To encourage use of descriptive words, Michael has students sit back-to-back One is given a picture of abstract shapes, the other a blank page and a pencil The first student must describe the shapes, their sizes and their location on the page so the other student can make a drawing that will match as closely as possible to the original (Tip: For some prepared drawings for this activity, see Talk-A-Tivities by Richard Yorkey (Addison-Wesley) Oral history questionnaires For discussion topics in class, Judith Snoke reports that she's had very good luck with the "Southern Oral History Questionnaire" from the Department of History, UNC/ Chapel Hill Some of the amazingly effective questions, she says, include: describe the house you grew up in or the home of someone you loved; describe a meal at your childhood home who is at the table, what you eat, who serves, who eats first, who shops, who cooks and who cleans up; where family members sleep, who they sleep with; what is the naughtiest thing you can remember doing; who supported the family, what kinds of jobs did family members have? Most libraries have some information on oral history ask your librarian to help you find similar materials A reading journal Encourage students to read by having them keep a journal of what they're reading and what they think about it, suggests Nicole Keshav This can work for students at many different levels Stories with holes To encourage imaginative thinking, Michael Babayco reads incomplete stories to his students, or little-known fairy tales without the ending Students have to try to figure out the rest of the story by asking probing questions Sometimes the activity is done with only "yes" or "no" questions 215 Page 230 of 242 APPENDIX Choose Any Two and Call the “Lesson Doctor” this Evening 75 Tried and True Ideas Alter the pacing of your class If you rush through your class at full speed, slow things down and take time to ask your students personal questions based on the materials you are using If you tend to proceed at a snail's pace, prepare some additional activities and push yourself to accomplish more than you usually Ask a student to demonstrate a dance, and assist the student in explaining the movements in English Ask students to name as many objects in the classroom as they can while you write them on the board Ask students to present to the class a gesture that is unique to their own culture Ask students to write one question they would feel comfortable answering (without writing their name) on an index card Collect all of the index cards, put them in a bag, have students draw cards, and then ask another student the question on that card Ask your students if there are any songs running through their heads today If anyone says yes, encourage the student to sing or hum a little bit, and ask the others if they can identify it Assign students to take a conversation from their course book that they are familiar with and reduce each line to only one word At the end of class, erase the board and challenge students to recall everything you wrote on the board during the class period Write the expressions on the board once again as your students call them out Begin by telling your students about an internal struggle between two sides of your personality (bold side vs timid side OR hardworking side vs lazy side), providing a brief example of what each side says to you After a few minutes of preparation in pairs, have students present their struggles to the class Bring a cellular phone (real or toy) to class, and pretend to receive calls throughout the class As the students can only hear one side of the conversation, they must guess who is calling you and why Make the initial conversation very brief, and gradually add clues with each conversation The student who guesses correctly wins a prize Bring a fork, knife, spoon, bowl, plate and chopsticks (if you have them) to class, and mime eating some different dishes, letting students guess what they are Then let your students take a turn Bring an artifact from the student's culture to class, and ask them questions about it Bring in some snacks that you think your students haven't tried before, and invite the students to sample them and give their comments Call on a student to draw his or her country's flag on the board, then teach him or her how to describe the flag to the class (It has three stripes ) Choose one topic (food, sports) and elicit a list of examples (food - chicken, pudding, rice) Then have your student come up with the most unusual combinations of items from that list(chocolate -beef or wrestling-golf) Collaborate with your students on a list of famous people, including movie stars, politicians, athletes, and artists Have every student choose a famous person, and put them in pairs to interview each other Come to class dressed differently than usual and have students comment on what's different Copy a page from a comic book, white out the dialogue, make copies for your class, and have them supply utterances for the characters Copy pages from various ESL textbooks (at an appropriate level for your students), put them on the walls, and have students wander around the classroom and learn a new phrase Then have them teach each other what they learned 216 Page 231 of 242 APPENDIX Copy some interesting pictures of people from magazine ads Give a picture to each student, have the student fold up the bottom of the picture about half an inch, and write something the person might be thinking or saying Put all the pictures up on the board, and let everyone come up and take a look Describe something observable in the classroom (while looking down), and tell students to look in the direction of what you described Draw a map of your country or another country that your students know well By drawing lines, show students where you went on a trip, and tell them about it Then call on several students to the same The trips can be truthful or fictional Draw a pancake-shape on the board, and announce that the school will soon be moving to a desert island Invite students one by one to go to the board and draw one thing they would like to have on the island Draw a party scene on the board, and invite students to come up and draw someone they would like to eat at the party Empty a bag of coupons onto a table, and have students find a coupon for a product that they have no need for Experiment with how you write on the board, altering your writing style, the size of the letters, the direction you write, and the color of the chalk/pens Explain to your students what it means to call someone a certain animal (dog, pig, fox) in English, and then ask them what these mean in their languages Fill the board with vocabulary your students have encountered in previous classes (make sure to include all parts of speech), and get them to make some sentences out of the words Find out what famous people your students admire, and work together with the class to write a letter to one of them Find out what your students are interested in early on in the semester Go to the Internet from time to time to collect articles on these subjects for students to read during the class period First, instruct your students to write on a slip of paper the name of one book, CD, or movie that changed them in some way Collect the papers, call out the titles, and ask the class if they can guess who wrote it Finally, let the writer identify him or herself, explaining his or her choice Give each student a piece of chalk/pen and tell them to fill the board with pop song lyrics Then put them in pairs, and get them to use the words on the board to create a new dialogue Give students a reward (such as a candy or a sticker) each time they take dialogues in your textbook and turn them into authentic questions or comments about someone in the class Hand a student a ball of yellow yarn Have him toss it to another student, while saying something positive about that student and holding onto the end of the yarn Continue in this manner until there is a web between all the students Hand each student an index card, and tell them to write down a sentence that includes an error they have made this week, along with the correct version of the sentence Next, tape all of the index cards on the board for students to look over Hang up four different posters (example - one of a world map, one of a famous singer, one of a flower, and one of Einstein) in the four corners of your room Tell students to choose one corner to stand in, and talk about why they chose that poster Have each student make a list of the five most useful phrases for tourists visiting an English speaking country Have students come to the board one by one, draw a poster for an English language movie (without the title) they think the other students have seen, and let the other students guess which movie it is Invite a musician (flute? harmonica? banjo?) to play for a few minutes of your class period 217 Page 232 of 242 APPENDIX In small groups, have your students design a billboard for something other than a product (wisdom, humility, friendship, etc.) Inquire to see if your students have any unusual talents (can wiggle their ears, touch the tip of their tongue to their nose, can bark like a dog), and encourage them to demonstrate Instead of saying "Very good!" all the time, vary the ways you praise (and correct) students as much as possible (See Praise Handout) Instruct your students to find something in their wallets/purses/pencil boxes, and tell the story behind it Invite your students to stand up and explore the classroom from new angles (look in drawers, under desks, behind posters, on top of cabinets) Then have students report their findings Just a few minutes before the bell rings, call on your students to choose the ten most useful words they came in contact with during this class period, then have them narrow it down to the three most useful words Pass around some magazines, and have each student choose an ad that he or she likes Give students an opportunity to explain their choices Play a listening activity from your book an additional time with the lights turned off Play a recording of instrumental music and have some students draw on the board what the music makes them think of Play five very different sounds from a sound effects tape or CD, and assign students in pairs to create a story based on three of the sounds Play music that enhances certain activities (quiet music for a reading activity, dance music for an energetic TPR activity) Ask your students for their reactions Prepare colored letters of the alphabet on cardboard squares and put them in a bag Students must draw a letter from the bag, and work together to create a sentence on the board Each student must raise his or her hand to make a contribution, but the word the student calls out must begin with the letter he or she chose Put the expanding sentence on the board, adding words only when they the grammar is correct Prepare several paper bags, each with a different scent inside (perfume, cinnamon, cheese), pass the bags around the class, and let students describe what they smell Print phrases such as "in the library" "at an elegant dinner with the Royal Family" "at a noisy sidewalk cafe " "in a dangerous neighborhood" on separate strips of paper, put them in envelopes, and tape them to the underside of a few students' desks/tables before they arrive Write on the board a useful expression like "Excuse me Could I borrow a dollar?" When students arrive, tell them to look for an envelope under the desks/tables The ones who find envelopes must say the sentence on the board as if in the context written on the page Other students must guess the context from the student's tone of voice and body language Produce a list of commonly used sentence-modifying adverbs on the board, such as suddenly, actually, unfortunately, and happily Then launch into a story, which each student must contribute to, with the rule that everyone must begin the first sentence of his or her contribution with a sentence-modifying adverb Provide each student with a list of the current top ten popular songs Play excerpts from some or all of the songs, and choose some questions to ask your students, such as: Did you like the song? Have you heard this song before? How did the song make you feel? What instruments did you hear? Purchase a postcard for each member of your class, writing his or her name in the name and address space Turn them picture side up on a table, have each student choose one (without looking at the name), then he or she will write a message to the person whose name is on the other side If a student chooses the postcard that has his or her own name on it, the student must choose again 218 Page 233 of 242 APPENDIX Put students in pairs and ask them to guess three items in their partner's wallet/purse/pencil box Put students in pairs Tell them to converse, but to deliberately make one grammatical error over and over, stopping only when one student can spot the other's intentional error Put students into small groups to create an application form for new students to the school Put the students in small groups, and ask each group to plan a vacation for you They must plan where you will go, what you will do, who you will go with, and what you will buy When they are finished, have each group present their plans Review a phrase or sentence that you want students to remember, by holding a competition to see "Who can say it the loudest/the quietest/the quickest/the slowest/in the deepest voice/in the highest pitched voice?" Set up a board in your classroom where students can buy and sell used items from each other by writing notes in English Supply each student with a copy of the entertainment section of the local newspaper, and tell them to choose somewhere to go next weekend Take a particularly uninteresting page from your coursebook, and put students in groups to redesign it Teach on a different side of the room than you usually Tell each student to report the latest news in their country or city to the class Tell your students to practice a conversation from their coursebook that they are familiar with, but this time they can only use gestures, no words When they are practicing a dialogue, have students play around with the volume, intonation, pitch, or speed of their voices Write "Tell me something I don't know." on the board, then ask students questions about things they know about and you don't, such as their lives, cultural background, interests, and work Write a common adjacency pair (Thank you./You're welcome OR I'm sorry./That's alright) on the board Ask students if they know of any expressions that could replace one of the ones you just wrote Write any acceptable answers on the board Write a number of adjectives, such as mysterious, happy, peaceful, sad, angry, and frustrated on the board Call out a color, and ask your students to tell you which adjective they associate with that color Write a word on a slip of paper and show it to a student This student must whisper it to the second student Then the second student must draw a picture of what he or she heard, and show it to the third student The third student, then, writes the word that represents the picture and shows it to the fourth student Then the fourth student whispers it to the fifth student and so on This continues until you get to the last student, who must say the word to the class Write an idiomatic expression (such as "It beats me." or "I'm fed up.") in big letters on the board Call on a few students to guess what it means before you tell them Write down the names of about five very different people on the board (a small baby, a rude waiter in a restaurant, a fashion model, a stranger in a crowd, and a grandfather) Give students a common expression, such as "Good morning!" or "Sorry!", and ask students how they might say it differently when talking to a different person Write your name on the board vertically, and add a suitable adjective that begins with each letter of your name The next step is to invite students to the same These are the ideas included in Hall Houston's Random ESL Idea Generator Hall Houston 219 Page 234 of 242 Resource Category Game Just - A - Minute (categorizing) FOCUS Have students list color words, food words, and animal words Point out that learning new vocabulary is easier if they can put the words in groups Suggest keeping an ongoing category list or notebook, and when new words are learned, they can be added This is also useful for their students to use, too On The board: airplane, bird, butterfly, rocket How are they alike? (Things that fly) Play Just A-Minute (see directions), writing the category on the board as you use it At the end of the game, pairs choose a category and make a list of words in that category (OK to use those already mentioned.) Allow 10-15 minutes Share lists Class listens and verifies that the words are actually in that category Variation: If you have a higher level class, the Ss can give clues Patterns for Playing Just a Minute This is (a) adjective, color, noun) This is the opposite of This is like This is part of a _ This can Each player is given a limited time (perhaps minute) to get other students to guess as many words as possible from the list given Player announces the title or category on his card He may tell about each word, but may not say the word, itself, may not point to objects in the room, and may not use his hands He may describe it, tell what it is used for, where it is found, who uses it, what its opposite is, use a sentence that needs the word for completion, or any other verbal hints he can think of When he hears the word, he can say “Right” and go on to the next clue It is Ok to skip a word and go to the next The number of words guessed correctly goes to the person with the list Variation Divide the class into teams and only team members guess when their side is “up.” 215220 220 Page 235 of 242 Resource Category Game Words That Rhyme With YOU blue two zoo true new glue shoe drew Round Things ball penny wheel hamburger ring dish circle bracelet Things That fly bird airplane kite bee helicopter butterfly mosquito Superman Body Words knee face arm cheeks elbow stomach shoulder tongue Things You Can Do With Your Feet run kick dance walk jump ski skate Things With Wheels car taxi bicycle roller skates airplane fire truck train bus Words That Begin With P potato popcorn pajamas pot party pie puzzle park Things That Go Fast jet horse train cheetah UFO rocket bullet motorcycle skip Things in the Water boat fish duck stones frog shark crabs whale Body Words ears teeth toes hair nose neck eyes hand Liquids water milk soda gasoline soup coffee oil juice Words That Begin With B baby ball boy book bottle basket bicycle boot Things to Eat Workers teacher mailman doctor bus driver typist barber policewoman~ pilot Big Things 1.building 2.cloud sun airplane tree giant 7.mountain 8.Ocean Things in a Handbag key money wallet lipstick tissue comb pen Purse Things to Eat People in a Fami]y mother brother grandfather uncle nephew daughter teenager niece Time Words minute year clock calendar Tuesday tomorrow week April hot dog rice candy banana cake butter fish popcorn spaghetti ice cream peach carrot pie jelly cheese steak 221 216220 Page 236 of 242 Animals pig cat duck donkey dinosaur butterfly turtle rabbit Resource Category Game Weather Words hot fall cloud rain ice umbrella summer snow Things You Can Do With Your Hands write draw type pull punch cook wave wash Things on a Farm barn corn cow tractor fence farmer grass chickens Time Words minute year clock calendar Tuesday tomorrow week April Body Words mouth chin chest hips ankle lips fingers forehead Map, Words ocean mountain north river mile city Words That Rhyme With ME she we free knee see ski tea Words With 00 look In the Bedroom bed sheet pillow lamp curtains closet clock blanket Workers artist Words That Begin With TH This Three Thing Throw Thousand Thank Thin Thirst Words That Rhyme With ME wait late date great plate skate state ate Animals pig cat duck donkey dinosaur butterfly turtle snake Words That Begin With R run road ring ride rope rain roller skates restaurant book zoo boo good moon dentist mechanic truck driver secretary clown carpenter mother ~ Words That Begin With SH shop ship Things in a Book word page chapter shout story show shower sentence shirt shine shoot country lake school pool Things on a Wall map paint nail calendar picture thermometer clock picture cover Title Red Things Stop signs Cherry Apple Crayon Lipstick Fire engine Santa’s suit Rudolph’s nose mirror Animals goat rooster fox elephant gorilla cow fish grasshopper 217220 222 Page 237 of 242 Things That are Green grass leaves “GO” sign lime spinach lettuce dollar plant Resource Category Game Things in a Park Grass Swing Birds trees flowers people dogs bench Animals horse dog Kitten tiger alligator chicken bird monkey Words That Rhyme With SPRING king sing thing bring spring ring wing swing Words that Begin With E elephant ear egg eye end East error eleven Words That Begin With L Lake Love Letter Light Lesson Large Lost Lip In the Living Room sofa armchair lamp stereo rug pictures bookcase television Things that Begin with M mother mouse mask mop meat monster maybe mister Small Things penny dot baby eye ant whisker pea letter Games baseball tennis checkers Just-a-Minute! hide and seek golf basketball bowling Places Things to Eat 8 Words That Begin With CH chicken cheese chocolate] child champion chest chair cheap Holiday Words Words with X Six Fox Box As X-ray Extra Mix tax Words That End With NG Ring Wrong Sing Hang Long Thing bang Lung Words That Begin With C Cow Candy Car Color Carrot Cup coffee school supermarket library airport police station park museum department store Santa Claus Thanksgiving birthday Easter Valentine New Year’s Day Halloween The 4th of July Words That Begin With S sad sink soda sleep stove stairs sun sandwich Christmas Words Santa Claus snow bell reindeer church tree Christmas card decorations 218220 223 Page 238 of 242 hamburger potato cookie cake bread egg chicken corn Things to Wear hat dress shoes pants shirt tie ring pajamas Things on Trees nest apples branch leaves cherries bugs seeds birds WHAT TO DO? I Have Thirty More Minutes Left! Choose Any Two and Call the “Lesson Doctor” this Evening 75 Tried and True Ideas Alter the pacing of your class If you rush through your class at full speed, slow things down and take time to ask your students personal questions based on the materials you are using If you tend to proceed at a snail's pace, prepare some additional activities and push yourself to accomplish more than you usually Ask a student to demonstrate a dance, and assist the student in explaining the movements in English Ask students to name as many objects in the classroom as they can while you write them on the board Ask students to present to the class a gesture that is unique to their own culture Ask students to write one question they would feel comfortable answering (without writing their name) on an index card Collect all of the index cards, put them in a bag, have students draw cards, and then ask another student the question on that card Ask your students if there are any songs running through their heads today If anyone says yes, encourage the student to sing or hum a little bit, and ask the others if they can identify it Assign students to take a conversation from their course book that they are familiar with and reduce each line to only one word At the end of class, erase the board and challenge students to recall everything you wrote on the board during the class period Write the expressions on the board once again as your students call them out Begin by telling your students about an internal struggle between two sides of your personality (bold side vs timid side OR hardworking side vs lazy side), providing a brief example of what each side says to you After a few minutes of preparation in pairs, have students present their struggles to the class Bring a cellular phone (real or toy) to class, and pretend to receive calls throughout the class As the students can only hear one side of the conversation, they must guess who is calling you and why Make the initial conversation very brief, and gradually add clues with each conversation The student who guesses correctly wins a prize Bring a fork, knife, spoon, bowl, plate and chopsticks (if you have them) to class, and mime eating some different dishes, letting students guess what they are Then let your students take a turn Bring an artifact from the student's culture to class, and ask them questions about it Bring in some snacks that you think your students haven't tried before, and invite the students to sample them and give their comments Call on a student to draw his or her country's flag on the board, then teach him or her how to describe the flag to the class (It has three stripes ) Choose one topic (food, sports) and elicit a list of examples (food - chicken, pudding, rice) Then have your student come up with the most unusual combinations of items from that list (chocolate-beef or wrestling-golf) Collaborate with your students on a list of famous people, including movie stars, politicians, athletes, and artists Have every student choose a famous person, and put them in pairs to interview each other Come to class dressed differently than usual and have students comment on what's different Copy a page from a comic book, white out the dialogue, make copies for your class, and have them supply utterances for the characters Copy pages from various ESL textbooks (at an appropriate level for your students), put them on the walls, and have students wander around the classroom and learn a new phrase Then have them teach each other what they learned Phyllis Merritt Navarro 2002 page Page 239 of 242 Copy some interesting pictures of people from magazine ads Give a picture to each student, have the student fold up the bottom of the picture about half an inch, and write something the person might be thinking or saying Put all the pictures up on the board, and let everyone come up and take a look Describe something observable in the classroom (while looking down), and tell students to look in the direction of what you described Draw a map of your country or another country that your students know well By drawing lines, show students where you went on a trip, and tell them about it Then call on several students to the same The trips can be truthful or fictional Draw a pancake-shape on the board, and announce that the school will soon be moving to a desert island Invite students one by one to go to the board and draw one thing they would like to have on the island Draw a party scene on the board, and invite students to come up and draw someone they would like to eat at the party Empty a bag of coupons onto a table, and have students find a coupon for a product that they have no need for Experiment with how you write on the board, altering your writing style, the size of the letters, the direction you write, and the color of the chalk/pens Explain to your students what it means to call someone a certain animal (dog, pig, fox) in English, and then ask them what these mean in their languages Fill the board with vocabulary your students have encountered in previous classes (make sure to include all parts of speech), and get them to make some sentences out of the words Find out what famous people your students admire, and work together with the class to write a letter to one of them Find out what your students are interested in early on in the semester Go to the Internet from time to time to collect articles on these subjects for students to read during the class period First, instruct your students to write on a slip of paper the name of one book, CD, or movie that changed them in some way Collect the papers, call out the titles, and ask the class if they can guess who wrote it Finally, let the writer identify him or herself, explaining his or her choice Give each student a piece of chalk/pen and tell them to fill the board with pop song lyrics Then put them in pairs, and get them to use the words on the board to create a new dialogue Give students a reward (such as a candy or a sticker) each time they take dialogues in your textbook and turn them into authentic questions or comments about someone in the class Hand a student a ball of yellow yarn Have him toss it to another student, while saying something positive about that student and holding onto the end of the yarn Continue in this manner until there is a web between all the students Hand each student an index card, and tell them to write down a sentence that includes an error they have made this week, along with the correct version of the sentence Next, tape all of the index cards on the board for students to look over Hang up four different posters (example - one of a world map, one of a famous singer, one of a flower, and one of Einstein) in the four corners of your room Tell students to choose one corner to stand in, and talk about why they chose that poster Have each student make a list of the five most useful phrases for tourists visiting an English speaking country Have students come to the board one by one, draw a poster for an English language movie (without the title) they think the other students have seen, and let the other students guess which movie it is Invite a musician (flute? harmonica? banjo?) to play for a few minutes of your class period Page 240 of 242 In small groups, have your students design a billboard for something other than a product (wisdom, humility, friendship, etc.) Inquire to see if your students have any unusual talents (can wiggle their ears, touch the tip of their tongue to their nose, can bark like a dog), and encourage them to demonstrate Instead of saying "Very good!" all the time, vary the ways you praise (and correct) students as much as possible (See Praise Handout) Instruct your students to find something in their wallets/purses/pencil boxes, and tell the story behind it Invite your students to stand up and explore the classroom from new angles (look in drawers, under desks, behind posters, on top of cabinets) Then have students report their findings Just a few minutes before the bell rings, call on your students to choose the ten most useful words they came in contact with during this class period, then have them narrow it down to the three most useful words Pass around some magazines, and have each student choose an ad that he or she likes Give students an opportunity to explain their choices Play a listening activity from your book an additional time with the lights turned off Play a recording of instrumental music and have some students draw on the board what the music makes them think of Play five very different sounds from a sound effects tape or CD, and assign students in pairs to create a story based on three of the sounds Play music that enhances certain activities (quiet music for a reading activity, dance music for an energetic TPR activity) Ask your students for their reactions Prepare colored letters of the alphabet on cardboard squares and put them in a bag Students must draw a letter from the bag, and work together to create a sentence on the board Each student must raise his or her hand to make a contribution, but the word the student calls out must begin with the letter he or she chose Put the expanding sentence on the board, adding words only when they the grammar is correct Prepare several paper bags, each with a different scent inside (perfume, cinnamon, cheese), pass the bags around the class, and let students describe what they smell Print phrases such as "in the library" "at an elegant dinner with the Royal Family" "at a noisy sidewalk cafe " "in a dangerous neighborhood" on separate strips of paper, put them in envelopes, and tape them to the underside of a few students' desks/tables before they arrive Write on the board a useful expression like "Excuse me Could I borrow a dollar?" When students arrive, tell them to look for an envelope under the desks/tables The ones who find envelopes must say the sentence on the board as if in the context written on the page Other students must guess the context from the student's tone of voice and body language Produce a list of commonly used sentence-modifying adverbs on the board, such as suddenly, actually, unfortunately, and happily Then launch into a story, which each student must contribute to, with the rule that everyone must begin the first sentence of his or her contribution with a sentence-modifying adverb Provide each student with a list of the current top ten popular songs Play excerpts from some or all of the songs, and choose some questions to ask your students, such as: Did you like the song? Have you heard this song before? How did the song make you feel? What instruments did you hear? Purchase a postcard for each member of your class, writing his or her name in the name and address space Turn them picture side up on a table, have each student choose one (without looking at the name), then he or she will write a message to the person whose name is on the other side If a student chooses the postcard that has his or her own name on it, the student Page 241 of 242 must choose again Put students in pairs and ask them to guess three items in their partner's wallet/purse/pencil box Put students in pairs Tell them to converse, but to deliberately make one grammatical error over and over, stopping only when one student can spot the other's intentional error Put students into small groups to create an application form for new students to the school Put the students in small groups, and ask each group to plan a vacation for you They must plan where you will go, what you will do, who you will go with, and what you will buy When they are finished, have each group present their plans Review a phrase or sentence that you want students to remember, by holding a competition to see "Who can say it the loudest/the quietest/the quickest/the slowest/in the deepest voice/in the highest pitched voice?" Set up a board in your classroom where students can buy and sell used items from each other by writing notes in English Supply each student with a copy of the entertainment section of the local newspaper, and tell them to choose somewhere to go next weekend Take a particularly uninteresting page from your coursebook, and put students in groups to redesign it Teach on a different side of the room than you usually Tell each student to report the latest news in their country or city to the class Tell your students to practice a conversation from their coursebook that they are familiar with, but this time they can only use gestures, no words When they are practicing a dialogue, have students play around with the volume, intonation, pitch, or speed of their voices Write "Tell me something I don't know." on the board, then ask students questions about things they know about and you don't, such as their lives, cultural background, interests, and work Write a common adjacency pair (Thank you./You're welcome OR I'm sorry./That's alright) on the board Ask students if they know of any expressions that could replace one of the ones you just wrote Write any acceptable answers on the board Write a number of adjectives, such as mysterious, happy, peaceful, sad, angry, and frustrated on the board Call out a color, and ask your students to tell you which adjective they associate with that color Write a word on a slip of paper and show it to a student This student must whisper it to the second student Then the second student must draw a picture of what he or she heard, and show it to the third student The third student, then, writes the word that represents the picture and shows it to the fourth student Then the fourth student whispers it to the fifth student and so on This continues until you get to the last student, who must say the word to the class Write an idiomatic expression (such as "It beats me." or "I'm fed up.") in big letters on the board Call on a few students to guess what it means before you tell them Write down the names of about five very different people on the board (a small baby, a rude waiter in a restaurant, a fashion model, a stranger in a crowd, and a grandfather) Give students a common expression, such as "Good morning!" or "Sorry!", and ask students how they might say it differently when talking to a different person Write your name on the board vertically, and add a suitable adjective that begins with each letter of your name The next step is to invite students to the same Page 242 of 242 [...]... student, map, teacher, eraser Examples of oral clues: desk - “Students sit here.” chalk - “It’s white.“ ”Use it to write on the blackboard.” students - “Not the teacher. ” “Person who studies.” Some Categories: 1) things that are green 2) things to eat 3) things in a bathroom 4) animals 5) vegetable 6) fruits 7) body words 8) clothing 9) furniture 1 0) time words 1 1) workers 1 2) things that fly 1 3) things at... DEMONSTRATIVE PRONOUNS this, that these, those 5 Page 20 of 242 TEACHING 1 3 People and Relationships Harry, This is Mary (A) Harry, this is Mary (B) Hi (C) Hello (A) Harry, this is Mary (B) How do you do? (C) How do you do? (A) Harry, I'd like you to meet my sister Mary (B) How do you do, Mary (C) Thank you, I'm glad to meet you What's Your Name? Where are You From? What's your name? Where are you from? What's... 1 TEACHING the Summer Student Workbook Vocabulary 1 woman/women 2 man/men 3 husband(s) 4 wife/wives 5 baby/babies 6 parent(s) 7 children/child 8 boy(s) 9 10 11 12 13 14 15 16 girl(s) grandparent(s) son(s) daughter(s) picture, photo, photograph, friend(s) Who's that? Who's this? wedding picture 17 worried 18 scared 19 happy 20 sad 21 surprised Vocabulary Drilling Using the textbook, have the students... Think on these things Galatians 5:22 *(Class groups dramatize each word See p.2 2) TONGUE TWISTER It was the lovely lady’s pleasure to leisurely stroll to the azure lake and measure the treasure WORD GAME IDIOM (Write on board .) generat ion (Have students guess the solution Answer: generation gap) Get off (someone’s) back (my, his, her) I’ll be a monkey’s uncle PRONUNCIATION WARM-UP (Write on poster... LESSON 2 Learning Names 1 Action Name Game Students tell their name and add an action: Student 1 My name is Tom (coughs) Student 2 His name is Tom (coughs) and my name is Joe (claps his hands) Student 3 His name is Tom (coughs), and his name is Joe (claps), and my name is Sue (scratches head) Student 4 His name is Student 5 Student 6 2 Draw Your Name Acrostic 1 Draw on the board in random... board .) In my family I have (T models with facts about family Ss answer Roll Call with like response followed by the question/answer below Write model on board .) T In my family I have one sister, no brothers, my husband Jim, three married children, eight grandchildren (T calls name of student .) S (Stands .) In my family I have T What’s your first name? S (States name _ .) T How do you spell it? S (Spells... FEW OF MY FAVORITE THINGS Ask students to write a few of his/her favorite things and sign their names on the poster (They may add items all summer .) Autograph Party (This is a good get-acquainted game and oral communication practice Give directions for the game: Explain that students are to take a pen and the Autograph Party sheet, get up and walk around the room, ask (only in English !) fellow students... Chengdu/American Summer English Program Welcome to this class This class is (give class level and number, i.e., A- 3) This is my (1 st, 2nd, etc .) year teaching in this program At home in America, I (tell your occupation) I have looked forward to meeting each of you for many months Three goals for our class are: (Write these on the board or poster ) 1 Improve spoken English and listening skills 2 Learn about American... it? S (Spells first name .) T How do you pronounce it? S (Pronounces it .) (Ss ask teacher: What’s your [first/last] name? How do you spell it? How do you pronounce it ?) Introduce the use of CRAFT STICKS Print each student’s name on both ends of tongue depressors or Popsicle sticks, with black magic marker How to Use Keep them in a plastic container (a water bottle cut in half) Take one stick from the... the preface (page ix) for suggestion on using index cards for getting student information Getting-to- Know -You- Games For First Days — or, do one a week for first three weeks (Students have copies in their Student Workbook) The Name Art (Grid) Game: You will need: The Name Art page in the SSW, colors, a 12”x18 poster, and a roll of 2” masking tape .) Each student will need a different color (markers,