Presentation
Video
Indie Kid
Docs
Fashion Talk
Sunday, September 27, 2015
Speaking Exam Practice : Live Music
Live Music
Ani Difranco in Madrid
Speaking Rubric
COMPREHENSION
|
4 Excellent.- No difficulties for general understanding
| |
3 Good.- Understand almost everything. Enough to be able to answer.
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2 Fair.- Has a general idea what we are talking about. Lost in little details.
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1 Poor.- Only understands single words.
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PRONOUNCIATION
|
4 Excellent.- No consistent mispronunciation; approaches native-like pronounciation..
| |
3 Good.- Occasional mispronunciations that do not interfere with understanding.
| ||
2 Fair.- Mispronunciations lead to occasional misunderstanding.
| ||
1 Poor.- Frequent pronunciation errors. Errors make understanding difficult.
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FLUENCY
|
4 Excellent.- Speech is effortless and smooth with speed that approaches that of a native.
| |
3 Good.- Speech is mostly smooth but with some hesitation.
| ||
2 Fair.- Speech is slow. Sentences may be left uncompleted, but speaker is able to continue.
| ||
1 Poor.- Speech is very slow. Difficult to understand. Speaker is not able to continue.
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GRAMMAR
|
4 Excellent.- Very strong command of grammatical structure. Difficult and complex patterns.
| |
3 Good.- Good command of grammatical strctures but with imperfect control of some patterns.
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2 Fair.- Speaker conveys meaning in simple sentences. Occassionaly impedes comprehension.
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1. Poor.- Accuracy is limited to memorized expressions. Frequent errors impede comprehension.
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VOCABULARY
|
4 Excellent.- Very good range of vocabulary with evidence of native-like expression. Strong command of idiomatic expressions.
| |
3 Good.- Good range of vocabulary. Some expressions distinctly non-native but always comprehensible. Limited evidence of idiomatic expressions.
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2 Fair.- Adequate range of vocabulary. Some distinctly non-native expressions or errors in word choice may impede comprehension. No evidence of idiomatic expressions.
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1 Poor.- Limited range of vocabulary. Lack of repertoire and frequent errors in word choice often impede comprehension.
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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,
Chrishttp://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."
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.
Entertainment / Reality Shows p2 + the Schwa
SCHWA
The Schwa : Schwa
Reality TVhttp://freeenglishlessonplans.com/2013/04/18/reality-tv-conversation-class/
Partner work: Questions
Get into parents. Switch off asking each other questions. Write down your partner's answer and circle the schwa sound.
- Do you ever go to concerts?
- Where do you like listening to music?
- Do you like going to the cinema?
- Do you enjoy playing computer games?
- Do you enjoy shopping?
- Do you like going to parties?
- How much TV do you watch in a week?
- Tell us about a TV programme you’ve seen recently?
- Do you have a favourite newspaper or magazine?
- What do you spend your time doing?
- Do you enjoy reading?
- What sort of books do you read?
- Does anyone you know have an interesting hobby?
- What’s the difference between reading the news in the newspaper and watching it on TV?
- Who do you spend your free time with?
- Do you prefer to be outside or inside when you have free time?
Saturday, September 26, 2015
Native American Stories
How Coyote Stole Fire
A long time ago, humans came into being and they loved the world. They loved the springtime with the beautiful green plant life. They loved the summer, a time of berries and growth. As autumn came, the nights became colder and the humans shivered. The children and elders died from the cold. Winter was a hard time.
One day Coyote walked by the human village. He could hear the crying of the humans as they mourned their loved ones who had died in the cold of winter. Spring was finally coming and Coyote heard an old one say, “Feel the warmth of the sun. If only we could have such warmth in the winter to heat our teepees.” Coyote was not of the People and had no need for fire, but he felt sorry for the men and women who were sad about the others who had died.
Coyote knew that on the top of a far mountain, three Fire Beings lived. These Fire Beings kept the fire and would not share with others. Coyote crept to the mountain to see how the Fire Beings were guarding the fire. Coyote watched the Fire Beings for many days. He watched as the fire was fed with dry things from the land like pine cones and twigs. He watched how the Fire Beings took turns guarding the fire one at a time at night while the others slept.
Coyote went back down the mountain to speak to his friends among the People. He told them of the shivering hairless humans and their need for fire. He told them of the selfish Fire Beings and their inability to share. He asked his friends among the People to help him. Squirrel, Chipmunk, Frog and Wood all offered to help Coyote bring fire to the humans.
Coyote crept back up the mountain. As the Fire Beings were changing the guard for the fire, Coyote leapt up to the fire and took a burning coal. Immediately, he turned and ran down the mountain. The Fire Beings flew after him, clawing to try and get the fire back. One Being touched the tip of Coyote’s tail which has since always been white.
Coyote threw the fire and Squirrel caught it. The coal touched his back and his tail has been curved since then. Then Squirrel threw the ember to Chipmunk, who froze in fear. Finally he turned and ran. A Fire Being clawed his back, giving him white stripes forever. Chipmunk threw the burning coal to Frog who turned and ran. One of the Fire Beings grabbed Frog’s tail, but Frog jumped and tore free and thus he has no tail. The Fire Beings came at Frog again and Frog flung the coal at Wood.
Wood kept the coal safe, but the Fire Beings could not figure out how to get the coal from Wood. They yelled at Wood, they sang to Wood, they even promised presents to Wood, but Wood did not give up the coal. Finally, the Fire Beings returned to the mountain and left the People alone, assuming that if they could not release the coal, neither could the People.
Coyote took Wood to the human village and showed them how to get fire from Wood. He took two sticks and rubbed them together. Then he spun a sharpened stick in a hole in another piece of wood. Fire came to the humans and they were never cold again.
Vocabulary:
Creep/crept
leap/leapt
shiver
spin
twig
ember
Questions
Why did the humans need fire?
How did Coyote help?
Why does Squirrel have a curved tail?
Why does Chipmunk have white stripes on his back?
Why doesn’t Frog have a tail?
text source uua.org
Create Your Own Myth
What happens in the beginning of a story?
In the middle?
In the end?
1. Choose a fact or behavior that you will explain in your story.
"This is the story about why people have fire"
"This is the story about why they dance chotis/flamenco."
"This is the story about why Vallecas came into existence."
"This is the story about why Bernabeu Stadium is where it is."
2. How was life before Vallecas / people had fire / Flamenco?
Give two details: What did the Earth look like? What did people look like? How did people dress? What did people/animals do? Did people have families like they do today?
3. Think of a big problem and /or a villain.
People were unhappy. The king was evil. Everyone had to wear bathing suits in the winter. A stranger arrived. There was nowhere for Real Madrid fans to watch football.
4. Think of a hero
Why is this person or animal special/different? What skills does she have? What does she look like?
5. What happens when the hero tries to solve the problem?
6. How does the hero solve the problem? (Maybe she does, maybe she doesn't).
How Coyote Stole Fire Activity
Native American Stories #2
Religious Minorities & Politics in the United States
Presentation:
Accompanying Text:
Religion Profiles and Current Events
Direct Link to Articles:
Why Religion Rules America Politics
What Factors Might be Influencing Religious Trends
Videos:
Kim Davis
Link: County Clerk Goes to Jail Over Same-Sex Marriage Stance
The Pope Visits the USA
Accompanying Text:
Religion Profiles and Current Events
Direct Link to Articles:
Why Religion Rules America Politics
What Factors Might be Influencing Religious Trends
Videos:
Kim Davis
Link: County Clerk Goes to Jail Over Same-Sex Marriage Stance
The Pope Visits the USA
Sunday, September 20, 2015
The Oregon Trail - Gold Rush - Pony Express
Powerpoint
Bodie Ghost Town:
Lewis and Clark Expedition Simulation
http://www.nationalgeographic.com/lewisandclark/journey_intro.html
The Oregon Trail Game Online
https://archive.org/details/msdos_Oregon_Trail_The_1990
Native Americans
Activity:
Break up the class into 7 groups. Each group will be given a text. 20 min to read and discuss the text as a group. 3 minute presentations. All students must speak. All presentations must be in English.
Texts:
https://docs.google.com/document/d/1cEHtReXjJolnzAu6EvsbivI84LZ1uIvASYpgcgKJb7Y/edit?usp=sharing
Videos:
Life on the Rez - We will watch 2 minutes in class
Red Eagle - song of survival
War Party All for One
Teenagers signing in car:
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