4 Short listening activities: listen and identifybingolisten and take awayfind the odd man/one outlisten and putlisten and choosetennisguess my animal/job/a person etc.choose four animals and use four adj. to describe each of them, then write a poem and draw a picturejigsaw listening“non-stop” dictation“reader-runner-writer” dictationsome other activities
5 Skater Boy (a song)Step1: Listen to part 1, understand the situation, then guess what happened.Step2: Listen to part 2 and answer some questions. (discuss in 2: What happened 5 years later?)Step3: Listen to part 3 to see the result, then match the beginnings and ends of the sentences. Guess the end of the story.Step4:Listen to the end of the story and fill in the blanks, finish the sentences.
6 make a clock, then choose the time you like best and tell why describe one thing and try to sell itdebateset up your own school
7 (Little Johnny’s final letter) Step1:Listen to the title and think about: What letter? Who wrote it ? Where…? Why…?Step2: Listen to some sentences and discuss the questions again.Step3: Listen to the whole poem. Draw: Johnny the day before; Johnny in his rented room; mother in radio;Step4: Give the poem to the Ss. Discuss: Why….leave home? How does mother feel?Step5: Explain the strange expressions Write down the sentences that mother said in the radio and act out.
8 Can A Parrot(by Spike Milligan)Can a parrotEat a carrotStanding on his head?If I did that my mum would send meStraight upstairs to bedStep 1: close your eyes and think of one of your favourite animals ----What does it look like? What can it do? What is it doing now? ( ask Ps to imagine)Step 2: draw the picture about your imaginationStep 3: exchange ideas in groups (Ps show their pictures and talk about it)Step 4: learn the poem---a. (T: Do you know what my favourite animal is ?) T read the poem. b. Ps read to poem. c. ask Ps to draw the picture of the poemStep 5: task: make a poem using their own favourite animal and draw a picture of it if you like
9 (A story from Mali)Activity1: Match these words with the pictures on the picture sheet.Spear , ear, eye, mosquito, antelope, stewActivity2: All the pictures on the picture sheet are from the same story, In a small group, tell a story which uses all the pictures.Activity3: Listen to the teacher read the story. Is it similar to the story your group told?Activity4: In a small group, use the picture sheet to tell the story the teacher told you.Activity5: Read the story and think about the message of the story.Activity6: With your partner, discuss these questions:What was the message of the story?Do you think the chief was clever?Do you know any other stories with a similar message?Activity7: T divide the Ss into groups to play a part in the story. Act your part and say the words.
10 Close your eyes and imagine your bedroom. (The Little Girl’s Room)1.Readiness ActivityClose your eyes and imagine your bedroom.What colours do you have in your bedroom? What furniture?What do you like about your bedroom?What don’t you like about it?2, ExperientialImagine you are the little girl while listening to the story. Try to see the story in your mind.Listen to the story again and act it out with your partner. One of you is the little girl and your partner is a magic fairy.3, Intake responseThink back to the story you’ve just heard. Try and picture the little girl in your mind. Think about these 4 questions;What do you think about he little girl?What do you think about the fairy?Does the story remind you of any people in your own life?What do you think the moral of the story is?Draw a picture of how you think the little girl looks at the end of the story. Show your picture to your group and describe it to them4, DevelopmentNow read the story yourself. Think of another colour and write another small part of the story.5, InputLook back at the story and at what you have written.What does the fairy say to the little girl each time?How does the little girl answer the fairy?Think of another example where someone doesn’t like something and role play the dialogue.
11 Writing1. most neglected; most hated both by Ss and by Ts; most given as homework2. must have a clear purpose3. make up a check list for the Ss for the common mistakes or errors they’ve madeChinese English Correct English4. How to evaluate? ---We can ask them to correct their writings in groups or in pairs, find out 5 mistakes, then we can use the game grammar auction to help them correct the mistakes.5. How to deal with the mistakes or errors they’ve made?
12 Fun and games in the classroom Vocabulary tennisChoose a vocabulary topic the class has studied recently e.g. animals.Divide the class into 2 halves, group A and group B, so that they are facing each other.Each group elects a ‘speaker’.The speaker for group A says the name of an animal e.g. lion.Group B must then respond immediately, through their speaker, with another animal.Group A must then respond immediately, through their speaker, with the name of another animal.The process continues until one group can’t think of any more animals.
13 Chain vocabularyChoose a vocabulary topic the class has studied recently e.g. animals.Get the pupils to sit in circles with 7or 8 people in the group.Each member of the group, in turn, must give the name of an animal.If a group member can’t think of an animal, she/he drops out.
14 Grammar auctionExplain what an ‘auction’ is. Explain other key terms such as ‘bid’ and ‘budget’.Tell the class you are going to sell them some sentences. Tell them how much money they have to spend.Divide the class into pairs and hand out one worksheet to each pair.Ask the learners to identify the correct sentences and to find the mistakes in each wrong sentence.Explain to the class that they must buy as many correct sentences as possible.Go through every sentence on the worksheet selling it to the highest bidder. Don’t tell them if the sentence is correct or not at this stage.Go through the sentences again. Tell them which are correct and discuss with them where the mistakes are in the wrong sentences.Find out which pair bought the most correct sentences.
15 Board pen relayProcedureDivide the class into 3 or 4 equal teams, with a maximum of 10 or 12 learners per team.Divide the board so that there is a section for each team e.g.Team Team 2 Team 3 Team4Get each team to stand in a line as if they are forming a queue.Give the first member of each team a board pen or a piece of chalk.Explain that each team has to write a sentence on the board that is at least 10 words long. So the first member of the team runs to the board, writes one word and passes the pen or chalk to the second member who writes another word and passes the pen or chalk to the third member. The first team to write a complete, correct sentence wins.TipsIt’s a good game to use at the end of a difficult or tiring lesson.You can make the game more challenging by specifying that the sentence must include a particular structure e.g. present continuous.
16 Hot SeatProcedureDivide the class into two teams. The teams should be on different sides of the class, but as close to the board as possible.Put 2 seats (hot seats) at the front of the class, one in front of each team, facing away from the board.One member of each team sits in the hot seats (facing away from the board, but towards his/her.)The teacher writes a word on the board (one class has recently learned) e.g. elephant. The teams have to get the team member in the hot seat to say this word by shouting clues to him/her e.g.It’s a big animal… it lives in the jungle… it’s got big ears…it’s got a good memory.The first team to get their hot seat member to say the word ‘elephant’ scores a point.Change the hot seat members, then continue until you have finished your list of words. The team with the most points at the end wins.
17 BlockbustersAims: to revise vocabulary the class has recently learned.Equipment/preparation(a). A list of about words the class has learned recently(b). A 5*5 square made from the first letters of the words they have learned recently (see fig. 1)(c). Different coloured pens or chalk for the board.
18 ProcedureWrite the first letters of 25 words the class has learned recently in a 5*5 square on the board. It doesn’t matter if you use the same letter more than once e.g.Fig 1G M N C SC F H L HE R T P RH A A R TS I S K W
19 Divided the class into two teams Divided the class into two teams. Give each team a colour, say red or blue.Explain that the letters are the first letters of words they have recently learned. Tell then you will give them a definition, explanation or example to help them remember the word e.g. If they have learned the word ‘apple’ recently, your question could be ‘What ‘A’ is a round and green fruit?’The first team to shout out the right answer wins that letter and that letter is underlined in their colour.If the blue team shout out the answer first, they get to choose the next letter on the square. Anyone can answer any question.
20 The objective of the game is for a team to make a connected line of underlined letters from top to bottom to side of the square. It can be a straight line, but it doesn’t have to be. See the examples in figs 1 and 2 below.Fig 2G M N C SC F H L HE R T P RH A A R TS I S K WFig 3G M N C SC F H L HE R T P RH A A R TS I S K W
21 TipsIt’s a good idea to make a photocopied worksheet of all the words you use in the game to give to the learners after the game (you can use this worksheet for pronunciation practice or more detailed work on the words.)It’s a good idea to prepare your definitions, explanations and examples of the words as it can be difficult to think of them on the spot.It’s a good idea to have extra words beginning with the same letter in case neither team can remember the word in the square.One possible problem with the game is that two or three players dominate. You might want to introduce a rule so that when a player answers a question s/he can’t answer the next one.
22 PictionaryDivided the class into 2 or more teams.One ‘representative’ from each team comes to the teacher and the teacher secretly tells them a word. The representatives go back to their team and draw a picture or do a mime to elicit the word from their team.The first team to correctly identify the word gets a point.Each team sends another ‘representative’ to the teacher.
23 Vocabulary Bingo 1The teacher writes numbers on the whiteboard.Each pupil copies 4 of the numbers.The teacher reads out numbers from the whiteboard at random.Pupils cross out their numbers as they hear them.The first pupil to cross out all his /her numbers is the winner.
24 Vocabulary Bingo 2The teacher writes words on the whiteboard which the pupils have learned recently.Each pupil copies 4 or the words.The teacher gives definitions or explanations of the words on the board at random.Pupils cross out their words when they hear the teacher define or explain them.The first pupil to cross out all his words is the winner.
25 Stop or continue?The teacher chooses a text or dialogues the pupils have learned recently.The teacher divides the class into 2 teams.The teacher reads the first words of the story/dialogue and team A have to continue it word for word. They score one point for every correct word and they can stop when they are not sure what the next word is. If they continue and make a mistake they lose all the points from that turn.Team B continue from where Team A stopped. When team B chooses to stop, team A start again, and so on until the story/ dialogue is finished. The team with the most points is the winner.
26 Step 2.Draw the shapes you ticked.Step 3.Learn the shapes.Step 4.Choose a shape to name your group.Step 5.Find the shapes around the classroom.Step 6.Listen and make shapes in pairs.Activity 2.Listen and Read the dialogue, answer the questions.
27 ‘ Step1. make an example for the students. Step 2. teacher gives an instruction, pupils make shapes in pairs .Step 3. pupils give instructions in turns.Step 4. pupils make shapes they like in pairs and ask other groups using “What shape is it?”Step 5. Teacher asks pupils to count how many circles, squares, triangles and rectangles the children made, find out the most popular one.9
28 The Reasons We Adapt Unit 17 Activity 1 (Competition)Find shapes in the classroom as quickly as possible. Then count them .(group work)Activity 2What is the next shape?Steps.
29 Steps Listen and draw (teacher’s modeling) Listen and draw (Students’ activity)Look at the pictures and predict the missing shapes.Pair work (pupil 1 thinks about a group of shapes which have regularity and asks pupil 2 to predict the next shape or next group of shapes)
31 ACTIVITY 3 Let’s make Step1: Teacher takes out a piece of paper. Folds it and asks questions.Step 2: Pupils learn to make a paper ship.Ask and answer questions in pairswhile folding.Step 3: Pupils colour the paper ships anddraw some shapes on them.Step 4: Present their own paper ships ingroup/in class.Ask and answer thequestions.
32 ACTIVITY 4 Fill in the blanks Look at the pictures of Unit 17, read the following dialogue and fill in the blanks.Mr Chen: How many are there?Ben: Four. One, two, , four.Yongxian: No, there are One, two, three, fourMr Chen: Good.Mr Chen: Xiaoling, how many are there?Xiaoling: One, two, three, four, five,
33 Yongxian: No, there are . One,two, three, , five, six,Yongxian: No, there are One, ,three, four, five, six, seven,_____.Mr chen: _______ ______ fingers arethere?Ben: Ten. _____, two, three, four, five, six,seven, eight, _____, ______.Jiamin: No. ______fingers and two thumbs.Mr Chen: Very good, Jiamin.
34 ACTIVITY 4 Fill in the blanks Listen and check the answer.Mr Chen: How many squares are there?Ben: Four. One, two, three, four.Yongxian: No, there are five. One, two, three, four, five.Mr Chen: Good.Mr Chen:Xiaoling, how many triangles are there?Xiaoling:Six. One, two, three, four, five, six.Yongxian: No, there are seven. One, two, three, four, five, six, seven.Yongxian: No, there are eight. One, two, three, four, five, six, seven, eight.Mr chen: How many fingers are there?Ben:Ten. One, two, three, four, five, six, seven, eight, nine, ten.Jiamin: No. Eight fingers and two thumbs.Mr Chen:Very good, Jiamin.
35 How many rectangles / triangles/… are there ? What is it? What shape is it?What shape are they?How many rectangles / triangles/…are there ?What is it?What are they?...BACK
37 The pupils notice the different shapes in the first and second steps,and from the first and second step, we help the pupils to prepare for learning. While in the second step they are drawing the four different shapes, the teacher teaches the pronunciation of the shapes as well.Pupils try to repeat for 2 or 3 times. These first three steps can help the students have the first awareness of the new vocabulary.The following steps help the pupils to recycle using the main sentences and vocabulary in meaningful situation.9
38 This unit is very good to help the pupils to develop their ability of observation and a sense of logic, why we adapt the following 4 activities, just because we would like to help the pupils to use their brain more and work with the Language more effectively…more details? Let’s go back!11
39 2. Some Websites http://falcon.jmu.edu/~ramseyil/poeform.htm (animal pictures)