1. to the Orkhon Province 5th Grade English Teachers' Seminar!

2. These materials will all be uploaded onto the EFL Erdenet Blog:
(go to “Seminar Materials”)

3. Let's play an Ice-Breaker!
(a warm-up game)

4. What could we call this activity?
What skills did you use during this activity?
What did the instructors do?

5. Do you know the methodology we were using for this activity?

6. Do you know the methodology we were using for this activity?
Total
Physical
Response
(TPR)

7. How was our activity TPR?
What do you think?

8. How was our activity TPR?
What did the instructors do?
What did the participants do?
Were the instructors asking questions or giving commands?

9. These are the main points of TPR!

10. Goals of TPR
- Goal 1: Students learn a foreign language with the same method that they learn a native language – first through only listening and physical response.
- Goal 2: TPR should be fun and not stressful. Students should be encouraged to speak only when they feel comfortable.

11. Using TPR - Speaking is NOT the main focus.
- Uses physical motions and activity.
- Students use their bodies
- Listening and reacting are more important than writing and repeating.

12. Why use TPR? - Good for different learning styles
- Physical activity helps with memory
- Makes language learning fun and interactive
- Beginning learners need to focus on listening skills for a long time before speaking.

13. How to use TPR - Look at 2 activities. - Which uses TPR? How?
- What are your thoughts about these 2 activities for 5th graders?

14. From the 5th Grade Teacher's seminar on 10/20/2012
Speaking Activities
From the 5th Grade Teacher's seminar on 10/20/2012

15. Snowball Materials needed: Paper, pens Time: 5-10 minutes
Set up: students write a question on a small piece of paper.
Questions can be ones learned in previous lessons
good for review and practice

16. Snowball, continued Students stand in a large circle
They crumple their paper up into a snowball.
Sts throw snowballs at each other for 30 seconds.
After 30 seconds, Sts pick up 1 snowball each
One by one, Sts read the question and give an appropriate answer.

17. Snowball: variations Teacher writes the questions before the lesson
T use simple commands or vocabulary that Sts can act out (jump, sit, run, etc.).
Example: Sts write down animals or jobs, and when they read out their vocabulary, they act it out.
Also, when Sts act it out, the other students guess what their word is

18. Lifeboat Materials: None Time: 5-10 minutes
Set up: Place students into two groups.
One group forms a circle where they face outward (not facing each other).
Second group forms a circle around the first group.
Each student from both groups is standing in front of another student.

19. Lifeboat, Continued
The inside group asks the outside group a question or questions from the lesson.
The outside group will answer the question.
After they finish, call out “Swim!”
Outside students will pretend to swim around the other group.
When the teacher calls out “Lifeboat!,” students stop and speak with the new student they are standing in front of.

20. Lifeboat: Variations
Use vocabulary and charades if students have difficulty with questions.
Use full dialogues if asking and answering one question is too easy.
Give Sts situations or roles, as well as a certain number of questions each pair needs to ask and answer.

21. Go Fish Materials: Vocabulary cards Time: 10-15 minutes
Set up: Make or purchase cards.
Cards need pictures of vocabulary Sts are learning on one side, and blank on the other.
Make your own decks and laminate them. You can use them for many years!

22. Go Fish, Cont. Can use “Have you got a ___?” questions.
Goal: make pairs of cards. (one pair = one point)
In groups (4-7 sts), Sts take turns asking each other if they have one of their cards.
If they do: “Yes, I have got a ____,” and give the student the card.
If they do not: “No, I haven't got a ___,” and the student will draw a card from the deck instead.
When the deck is gone and one student runs out of cards: the game ends! (T determines how many cards are in a hand.)

23. Go Fish: Variations
Make an activity where students take minutes to draw pictures of their learned vocabulary.
Use these pictures to make your cards.
Change the questions they ask and answers they give.
Make sure students ask the questions in English! You can take away points if they use Mongolian.

24. Pair Guessing Game Materials: Picture cards Time: 5-10 minutes
Set up: Put students into two groups.
Groups make two lines facing each other.
Give each student in one group a picture card (of vocabulary you are learning).
St with the card describes the object (It is __).
The other student the guesses what the object on the card is.

25. Pair Guessing Game, cont.
Once the objects have been guessed, students in one line move over to the next student.
Sts repeat the activity.
After a few rounds, collect the cards and give the students new cards to describe.
Make sure both lines have a chance to describe and guess.

26. Pair Guessing Game: Variations
Instead of having the student describe the card, the other student asks questions about what is on the card (Is it ____? Is it a _____?).
This can be a good review for asking questions, colors, and other adjectives.

27. Wrap-up: TPR? Was TPR used in any of these activities? Which ones?
How?

28. Grammar Activities

29. Teaching Sentence Structure
- In Mongolian, language students learn S.T.O.P. for sentence order.
Subject
Time
Object
Predicate (predicate = verb)
- Example:
S. T O P.
би өчигдөр талх идсэи.
(I yesterday bread ate.)

30. Teaching Sentence Structure
- In English, we can use S.P.O.T. for sentence order.
Subject
Predicate
Object
Time
- Example:
S. P. O T.
I ate bread yesterday.
(Би идсэн талх өчигдөр.)

31. Teaching Sentence Structure
Simple Past:
She ate ice cream yesterday.
Simple Present:
She eats ice cream every
morning.
Simple Future:
She will eat ice cream forever.

32. Wrap-up: TPR? Was TPR used in any of these activities? Which ones?
How?

33. Tea time – Let's take a break!

34. What makes a good listening activity?
Listening Activities
What makes a good listening activity?

35. Good listening activities should…
Make students listen with a purpose
Force a response
Not be stressful
Be active

36. 7 Types of Listening Activities
3636
Listen and repeat—acting out the description, correlation (s)
Listen perform—nose to nose, and preposition (s)
Listen and draw –monsters (k)
Listen and guessing—Who is he/she? (s)
Listen and match- descriptions of famous people (K)
Match and sequencing– (S)
7 Types of Listening Activities
Listen and Repeat
Listen and Perform
Listen and Draw
Listen and Guess
Listen and Match
Listen and Sequence

37. 3737

38. A B A D C

39. Wrap-up: TPR? Was TPR used in any of these activities? Which ones?
How?

40. Now, it's your turn! Get into groups of 4 teachers.
Use the English I book and choose a unit you haven't taught yet.
Create a lesson plan that uses TPR activities.

41. We need your feedback! 1. What activities did you enjoy today?
2. What are two things you learned about Total Physical Response (TPR)?
3. What activities will you use in your class?
4. What do you want to change about the seminar? What didn't you like?
5. What would you like to learn in later seminars?

42. These materials will all be uploaded onto the EFL Erdenet Blog:
(go to “Seminar Materials”)

43. Thanks for coming!
Have a good weekend!