The South

Presentation

Rip Van Winkle Role Play

image: https://d1466nnw0ex81e.cloudfront.net/n_iv/600/852849.jpg

You and your group will prepare a improvised role play based on Rip Van Winkle. 

Instructions:
One person in your group has just woken up from a coma. The rest of the group must SHOW that person the things that have changed in the world. 

You may choose the length of the coma.
You may choose the year.
The person does not need to be Rip Van Winkle, he or she could play himself/herself.
It doesn't need to be realistic.

PLEASE:
SHOW or DESCRIBE how the person's physical appearance has changed. 
SHOW or DESCRIBE how the world has changed. Maybe the person goes to meet the new president or see how a war has changed the landscape.  

Thanksgiving Family Role-Play

Ellen's Thanksgiving Plan 1

Until 2:15

Ellen's Thanksgiving Plan 2

A Thanksgiving Miracle (SNL)

The Real History of Thanksgiving

Traditional Thanksgiving Food

Cornbread

Gravy

Green Bean Casserole

Mashed Sweet Potatoes / Yams

Pumpkin Pie

Stuffing

Mashed Potatoes

Turkey

Cornucopia - table decoration

Glazed Carrots

Cranberry Sauce

Corn on the Cob

 

Breadbasket- when all people at the table hold hands and give thanks. Here, the people are praying but not all families pray when they give thanks.

Thanksgiving toast - Everyone holds his/her glass up and someone may say a few words (make a short speech), then people clink their glass together before drinking. 

Football - there is always a football game on Thanksgiving

Black Friday

Usually stores open at Midnight on Thursday. Some families go line up at stores right after dinner. Notorious for injuries and deaths.

1 BACH
Thanksgiving memes 1
Thanksgiving memes 2

Pumpkin "Carving" Contest!!

Materials
Orange and black construction paper
Regular white paper for a template and for
Scissors
Glue stick

Instructions
1. Use your regular white paper to create a template of your pumpkin shape and the pumpkin face (or drawing).

2. Use your templates to cut the orange paper and the black paper.

3. Glue your cut paper to your "pumpkin."

4. Achieve glory.

Common Mistakes Made by Spanish-Speakers

Anything vs nothing  (anyone vs no one)

If it is negative or a question, use anything.

I DON'T have ANYTHING

DOES she have ANYTHING in her pocket?

Pronouns

Is it a man (he) or a woman (she)?

Possessive adjectives

Is it the woman's (her) car or is it the man's (his) car?

Object pronouns

I sent the letter to her. 

I gave him the keys.

She will drive us to Texas this summer!

I was with them at the concert

Dropping the subject

He went to California because was warm. >>>>>

Was a tall man. >>>>>

Make vs do 

You make cookies. You do crafts and homework.

You make friends. You do sports.

 





False friends

• embarazada – not embarrassed but pregnant
• molestar – not molest but bother
• bombero – not bomber but firefighter
• constipado - not constipated but congested

People ARE  or people IS ?

Third person 's'
She think. He eat.







I have 27 years.  
Do you? Are they in your pocket? Can you show them to me?







I am agree
Really? I am a human.






Lose vs miss

        If you lose something in English, it means you can’t find it.

        If you miss something, it means the opportunity is gone 
            OR that its (the person's) absence makes you sad.

        You missed a train, you didn't lose the train.


Activity 1
Example sentences for students to correct.


Activity 2
Correct the following paragraph:


To: justinmargerine@gmail.com
From:coolmisschris@yahoooo.com
Subject: Hi from Christina

Hello! 
My name is Christina and I have 15 years old. My best friend is Lisa. Lisa like to touch the guitar. Last year I gave she a new guitar pick for Christmas. She think that Justin Bieber is fantastic and I am not agree. We agree that comedies are very good. We watch the same series and we never lose an episode. We make everything together. People think we are sisters! People is funny. Is the best friend in the world. She could never do nothing to make me stop being his friend.

Activity 3
Write your own paragraph using visual prompts.
Visual prompts    Visual Prompts 2

First line generator
Writing prompts  Writing prompts 8th grade    Writing prompts 8th grade #2 





Resources:
eltlearning top 10
English Advantage top 10

Jack London & the Klondike

Source: artofmanliness.com

“You can't wait for inspiration. You have to go after it with a club.”

Life and Times

Jack London lived during a time of major change, when industrialization and urbanization were becoming dominant. Jim Crow and "separate but equal" laws, Chinese exclusionary laws and Indian genocide put racial differences in the forefront of people's minds. With the wave of immigrants from Eastern, Central, and Southern Europe, some people grew anxious over labor competition and the health of the society.

At the same time, workers movements responded to unhealthy conditions, long hours, and low pay. Women sought the right to vote. Pacifists arose to condemn America's overthrow of Hawaii and colonization of the Philippines. Reformers attacked a variety of concerns, including lack of sanitation, prostitution, birth control, overcrowded housing, public health, and more. Socialism developed as a viable third party, providing support of reform causes, along with demands for public ownership of utilities and control of monopolies.

All was not so conflicted, of course. A genuine American literature, art, and architecture flourished. The public became better educated, and a middle-class emerged. For a passionate temperament such as Jack London's, there was much to react to, and he did.

Source: http://london.sonoma.edu/Teachers/usweb.html

“Jack London was the type of man to have commanded other men. [He has] eyes to inflame youth, inspire men, madden women.” -Frank Pease

“He just jumped into life with both feet in that courageous way of his, and he got romance and mystery and beauty out of it where other men could see only labor. That’s genius.” -Johnny Heinhold

“Jack looked like a young, ardent, hopeful fellow brimful of conviction. He instantly inspired me with his open comradeship…Whenever I saw him, he was always the center of a group; people flocked to his vital magnetism; everyone who came within its radius, loved him.” –Johannes Reimers

“His eyes were those of a dreamer, and there was almost a feminine wistfulness about him. Yet at the same time he gave the feeling of a terrific and unconquerable physical force.” -Arnold Genthe

“I never saw a man in all my life with more magnetism, beautiful magnetism. If a preacher could have the love in his make up, and the life, God, this whole world would be religious.” – Finn Frolich,

“I want to say that Jack London is one of the grittiest men it has been my good fortune to meet. He is just as heroic as any of the characters in his novels.” -Robert Dunn

“I think of him as part of the heroic youth and courage of the world.” –Edwin Markham


Source: theartofmanliness.com

ACTIVITY
CLASS TIMELINE
We are going to create a timeline for Jack London's life.

1. Read your life or historical event.
2. Work with your classmates to put yourself in chronological order.

Jack London Biography

1898 Alaska Klondike Gold Rush Story, Dawson City, Yukon River

Jack London in the Klondike
Source: berkeley.edu

Waikiki Beach
http://www.jacklondons.net/surfing2.html

Useful Sites:
Timeline: http://www.jacklondons.net/life.html

http://www.explorenorth.com/library/yafeatures/jack_london.html
http://london.sonoma.edu/Teachers/usweb.html
http://edsitement.neh.gov/lesson-plan/investigating-jack-londons-white-fang-nature-and-culture-detectives#sect-background
*** http://www.artofmanliness.com/2013/03/31/the-life-of-jack-london-as-a-case-study-in-the-power-and-perils-of-thumos-7-into-the-klondike/


Life Below Zero:

http://channel.nationalgeographic.com/life-below-zero/videos/life-below-zero-sled-dogs/
http://www.pbslearningmedia.org/resource/vtl07.la.ws.process.sleddogs/the-sled-dogs-of-the-arctic-circle-nature/

Describing Using Adjectives & Adverbs

1. Go over the handout. Learn the different categories of adjectives.

2. Do examples on the board and a few individual exercises.

3. Hot Seat - in partners.
    One partner sits facing away from the board and one looks at the board.
    I will put an image on the projector. The partner facing the board must describe the photo using as         many adjectives and adverbs as possible. The partner facing away from the board will sketch what   the person is describing.
  Hot Seat part 2
   Two partners will come up to the board. I will put a word up on the board. The partner facing the board must try to describe the word to his/her partner.


4. Celebrities

Aim: To write a description of a celebrity's appearance and personality

You will use adjectives to describe celebrities to the class.

Each team needs a piece of paper and pen.

Secretly choose a celebrity  to describe. Write down adjectives on your paper

Start by describing the celebrity's physical appearance and then they write about her/his personality.

When everyone has finished, you will come to the front of the class one by one.

The teams read out their descriptions and the other teams try to guess who they are describing.

Adverb/adjectives handout

Games to Practice Creating Detailed Vocabulary

Bill of Rights / US Constitution

Bill of Rights

Video 2 study.com

Comprehension Questions

Jeopardy Review

Bill of Rights Group Project
As a group, you will be responsible for creating and presenting a poster.

Imagine your group is founding a new nation. You need to come up with the basic rights for all citizens.

RUBRIC

Poster:
Re-written Amendment ________ / (10) 
Neatness ________/ (5)
Effectiveness _________/ (5) 

Presentation:
EVERYONE participates _________/10
EVERYONE speaks in English _________/10

Organizing Your Ideas P1

Put the letter in order

A. We’re thinking about going somewhere in South America although we haven’t decided exactly where to go yet. I know that my husband really wants to go to Ecuador but I feel like seeing Brazil would be more interesting. We could see the Amazon! Wouldn’t that be amazing?

B. How are you? I hope everything is going well. I’m writing because I wanted to find out when you are going to time off work. We are thinking about going abroad on our next vacation and wanted to know if you want to come with us! It’s been too long since we spent time away from home together.

C. Sincerely,
   Chris

D. Well write back and let me know what you think. Maybe we should get together and talk about it over coffee? I really hope you can come. Talk soon!
E.Hey Bethany!

Letter

Hey Bethany!

How are you? I hope everything is going well. I’m writing because I wanted to find out when you are going to time off work. We are thinking about going abroad on our next vacation and wanted to know if you want to come with us! It’s been too long since we spent time away from home together.

We’re thinking about going somewhere in South America although we haven’t decided exactly where to go yet. I know that my husband really wants to go to Ecuador but I feel like seeing Brazil would be more interesting. We could see the Amazon! Wouldn’t that be amazing?

Well write back and let me know what you think. Maybe we should get together and talk about it over coffee? I really hope you can come. Talk soon!

Sincerely,

Chris

http://www.netrover.com/~kingskid/letter/lettermain.html


Activity

1: Cut the doc I'm sending into pieces and then have them work in pairs trying to put it in order. Remember to assign a letter or number to the paragraphs so that when you are giving them the right order it will only take you 2 seconds instead of having to read half of the letter aloud. 

2: Have them open their books and see if they did it right and then go over the correct order. 

3: Have them identify in each paragraph where the points in the book are being used. eg - Give more details in Paragraph two - answer "she gives more information by talking about Ecuador and Brazil" 

4: Draw boxes on the board and organize your ideas for an email telling your sister about your plans for Christmas vacation. 

5: Have them draw boxes on their paper and label them paragraph 1 paragraph 2 paragraph 3 and have them plan where they would put their stuff to write an email. You can just have them write a response email to the one in the doc. 

6: Dear Abby if time allows. Just put a question on the board and tell them to help the person solve their dilemma. "I am being bullied at school and I don't know what to do. Please give me your advice."

http://ed.ted.com/lessons

SPEAKING PRACTICE ACTIVITIES

Maja Hadzic, Belgrade, Serbia

MY FAVOURITE SUBJECT

Level: Intermediate+

Aim: to practice fluency; to practice word order; to revise vocabulary

Tim: 20 minutes or more

Language skills: speaking (in variation – writing, reading)

Types of learners: auditory, kinesthetic, visual

Materials for the students: none (in variation – material needed for the presentation)

Materials for the teacher: none

Classroom management: group/pair work

Procedure:

1. Ask students what their favourite school subject is. They should give the reason, too.

2. Group students according to their answers, i.e. all chemistry lovers will form one group. If there are too many students in one group, they can break into pairs.

3. Ask them to recall what they have learnt or found interesting about a topic done recently (e.g. Climate of Southern Europe).

4. Each group prepares and presents their topic orally for the rest of the class. You are free to decide how long and thorough the presentation should be, depending on their level of English and time you have in the class.

Variation:

1. Students (the whole class, a group or a pair) can prepare the presentation of their topic in advance. Most of the students find it easier and more interesting to use pictures, maps, course books, encyclopaedias, and other resources which are easily available.

2. The teacher can write down what he/she had found interesting in students' presentations and ask them comprehension questions later.

3. The students can write comprehension questions on pieces of paper. Each group (except the presenters) takes it in turn to give answers. This can be a competition or a quiz.

Note: Advanced students can be given homework - to put in writing what they were talking about in the class or to pick another group's interesting topic and write about it.

Maja Hadzic, Belgrade, Serbia

ASK ME LATER

Level: Elementary +

Aim: to practice forming questions; to practice fluency; to practice word order; to practice vocabulary / grammar

Time: 15 minutes or more

Language skills: speaking, writing

Types of learners: auditory

Material: one blank A4 sheet of paper per group

Classroom management: in pairs / groups

Procedure:

1. Group students in fours or fives.

2. Ask one student in every group to make up a sentence imagining that it is an answer to a question (e.g. 'At the bus stop' or 'Because it was cold'.). They must keep the sentence to themselves.

2. Now in their groups each student tells his/her 'answers' and others give possible questions. They write it on a paper.

3. In their groups they come to a decision which question is the best or the most appropriate. They read it to the class.

4. Now some other student makes up an answer and the activity goes on until each student has made up one answer.

Notes

1. During the activity, the teacher monitors their work and writes down incorrect questions for later discussion.

2. You can practice some specific grammar points in this way (tell the students to use only present tense).

Maja Hadzic, Belgrade, Serbia

WHAT A SILLY THING TO SAY!

Level: Elementary +

Aim: to practice word order; to practice specific grammar points; to practice vocabulary

Time: 15 minutes or more

Language skills: speaking, writing, reading

Types of learners: auditory, visual

Material for the teacher: one blank A4 sheet of paper per group

Classroom management: in pairs / groups

Procedure:

1. Group students in fours or fives or ask them to form pairs.

2. Write this table on the board. Ask them to tell you 3 items in each of the categories. For example:

Name	Verb	(Object)	Place	Time
Bob	play	a pen	on a bus	every night
Alice	watch	a bunch of roses	in a drawer	last winter
Jane	go	trousers	under the bed	now

3. Write numbers 1,2,3 randomly next to each item.

Name	Verb	(Object)	Place	Time
Bob 2	play 2	a pen 1	on a bus 3	every night 1
Alice 3	watch 3	an armadillo 3	in/ into a drawer 1	last winter 2
Jane 1	go 1	trousers 2	in a shop 2	now 3

4. Now 3 sentences can be made:

v  Jane goes into a drawer every night. (all number 1)

v  Bob played with trousers in a shop last winter.(all number 2)

v  Alice is watching an armadillo on a bus now. (all number 3)

5. Now the students get together and make their tables. Tell them to pay attention to the concord of verb form and time preposition. One more thing they should be careful about is the necessity of an object (intransitive verbs do not have an object), but they are allowed to add prepositions if needed (e.g. play with trousers in number 2).

Variation:

1. You can add or remove categories.

2. You can practice specific grammar point in this way.

3. Students who draw well can draw a picture based on the sentence made. The other students can try to form a sentence.

Note: I noticed that this activity is useful not only when practicing specific vocabulary or grammar. It helps shy students speak their own minds, co-operate in a team, boost self-confidence. And everybody has a good hearty laugh!

A FOUR-WORD  STORY

Level: Elementary +

Aim: to revise vocabulary or grammar; to practice word order; to practice fluency

Time: 15 minutes or more

Language skills: speaking, writing, reading, listening

Types of learners: auditory, visual

Material: an A5 blank piece of paper for each group

Classroom management: group work

Procedure:

1. Divide the class into groups of four or five.

2. Give each group an A5 blank piece of paper.

3. Tell the groups to elect the student who will start the activity.

4. This student writes down an English word that first comes into his/her mind when you say 'start' (it is not association on the verb 'start', but any English word he/she can think of at that moment).

5. The student sitting to his left side writes the next word which comes into his/her mind, but which starts with the last letter of the previous word (e.g. race – elephant).

6. When each student has written a word, they prepare to tell a short story containing words from the list. Every student in the group must say at least one sentence.

Variations

1. Depending on the level of knowledge of the class, you can have students write a story or use the words from the list in their story in alphabetical or some other exact order.

2. You can give points (e.g. one point for every word). Students' attention is at a high level here, because they all have different words, thus different stories. What's more, advanced students tend to make their stories funny, so you can all have a good laugh!

3. When the group tells their story, other students try to guess what were the four initial words.

Notes

Students can revise some grammar points by using specific elements in their stories (e.g. use two comparative forms, one past simple and one question tag).

Maja Hadzic, Belgrade, Serbia

AS GOOD AS A NEW COMPARISON

Level: Elementary +

Aim: revising 'as...as' comparisons; revising vocabulary; revising adjectives

Time:

Language skills:

Types of learners: auditory, visual, kinesthetic

Material: None (if you want them to write – a blank A4 sheet of paper per group / pair).

Classroom management: Group / pair work.

Procedure:

1. Ask students to tell you about 10 adjectives.

2. You write them on the board, in a column.

3. Group students into fours or fives or tell them to form pairs.

4. Each group / pair picks one adjective. They make a comparison (e.g. big – 'as big as a plane'), orally or write them down.

5. Students read only the last part of the comparison ('as a plane').

6. The others try to guess what adjective they have chosen.

Note

For the kinesthetic learners you can have students act out instead of read / say their sentences.

Variations

1. You can practice other grammar categories in this way (e.g. write – 'I wrote a poem' in which case they would read only 'a poem').

2. You can practice rhyming pairs (e.g. fine – 'nine').

3. You can practice almost anything!

Maja Hadzic, Belgrade, Serbia

EAVESDROPPING

Level: Elementary +

Aim: to practice forming sentences; to practice vocabulary or grammar points

Time: 15 minutes or more

Language skills: speaking, listening, reading, writing

Types of learners: auditory

Material: none, or you can prepare some sentences before the class

Classroom management: in pairs / groups

Procedure:

1. Divide students in pairs / groups.

2. Say a sentence that sounds like taken out of a dialogue, e.g. 'But this is all I've got!'

3. Students make up short dialogues imagining a situation in which a person might say something like that.

4. They act / read their dialogues for the whole class.

Variations

1. Students can be asked to make up a dialogue concerning specific topic, e.g. sports.

2. Students can be asked to make up a dialogue using superlatives, adverbs, ordinal numbers, etc.