Listed below are several activities that I use in my classroom to activate my learners. The activities listed towards the end (News Talk and Debates) are for higher level learners; however, with the right support, most levels can do all these activities.
These activities:
- take minimal or no preparation time;
- increase STT (student talk time / student think time / student take action time);
- reduce TTT (teacher talk time / teacher think time / teacher take action time);
- are interactive, effective and fun.
A useful introductory reading on language learning strategies:
http://www.languageinindia.com/june2012/nguyenvietnamenglish.html
This article provides a copy of the SILL in Vietnamese (see the appendix at the end):
http://www.languageinindia.com/april2013/nguyenenglishtestfinal.html
Please add any comments, advice or questions in the comment section of this blog. Thanks!
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| Line Up Activity |
Line Up Activity
Goal: Warmer / Practice simple questions and answers
Instructions: Teams make a line from oldest to youngest. The first team to line up in the correct order shouts "Finished!". The teacher checks the line by asking individual students their birthdays and declares the winning team.
Useful language: How old are you? I'm (number).
When were you born? I was born on (day) at (time.
When is your birthday? My birthday is on (date) (month).
What time of the day were you born? I was born in the morning / afternoon / evening / at night.
Variations: Line up in order of height or distance from the school. Split the line into groups for the next activity. Add "May I ask..." before each question to make it more polite.
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| Making Name Cards |
Name Card Activity
Goal: Warmer / Following instructions / Get to know each other / Personalise class interactions through the use of names in all activities / Helps the teacher to select students to answer questions or to put students into groups
Goal: Warmer / Following instructions / Get to know each other / Personalise class interactions through the use of names in all activities / Helps the teacher to select students to answer questions or to put students into groups
Instructions: Fold a piece of paper (A4 size is good) into four, write your name on one of the middle parts.
Useful language: Students don't use language for this activity; however, they are practicing listening to the following phrases:
1. Take a piece of paper.
2. Fold the paper into four like this.
3. Write the name that you would like me (your teacher) and your classmates to call you in this class.
4. Stand the name card on your desk so that I (the teacher) can see it clearly.
5. Store your name card in your textbook and bring it out at the beginning of every class.
Variations: Students can also add useful Classroom English Phrases onto the back of their name card. E.g. "Sorry, I didn't catch what you said" or "Could you explain what --- means?", etc.
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| Self Introduction Activity |
Self Introduction Activity
Goal: Introduce yourself in English / Listen to and answer simple questions
Instructions: Have students write the answers to some simple questions on the back of their name card (from the previous activity). For example:
Where are you from?
Where are you living now?
Why are you studying English?
What do you do in your free time?
etc.
The teacher models their own answer so students can use the same pattern. Once the student has written all their answers on their paper, they have a mini-speech and can introduce themselves to their group members or other people in the class.
Where are you from?
Where are you living now?
Why are you studying English?
What do you do in your free time?
etc.
The teacher models their own answer so students can use the same pattern. Once the student has written all their answers on their paper, they have a mini-speech and can introduce themselves to their group members or other people in the class.
Useful language:
I am from.....I am now living in....I am studying English because SV. (S = subject / V = verb). In my freetime, I like to....It's great to meet you!
Variations: This activity can be done with all kinds of topics. For example, music.
What type of music do you like?
When do you listen to music?
Where do you listen to music?
etc.
Students can even provide the questions to the teacher who can put them on the board. Then students can give a mini-speech about themselves on that topic by answering each question. Students enjoy being able to speak for an extended amount of time.
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| Vocabulary Card Pair Testing |
Goal: Remember new words and phrases
Instructions: Students tear a large piece of paper into word cards approximately 5cm by 3cm (but any size is okay). Throughout the lesson, when new words or phrases come up for a student, the student writes them on one side of the card. After class, they review the cards and write their native language on the back of the card. They can then test themselves by looking at one side and guessing the other side (Vietnamese --> English; and English --> Vietnamese).
Variations: Students can review past word cards by pair testing each other. Consider giving them a challenge to make it fund - e.g. "You must get 5 cards in a row correct!". Students can add useful information such as common collocations, onto the cards.
More information on word cards: http://www.teachingenglish.org.uk/article/lexical-notebooks-or-vocabulary-cards
Quizlet and Anki are two types of software that allow students to create online word cards.
More information on word cards: http://www.teachingenglish.org.uk/article/lexical-notebooks-or-vocabulary-cards
Quizlet and Anki are two types of software that allow students to create online word cards.
Back to the Board Game
Goal: Review language; practice compensation strategies (these are strategies to use when communication breaks down, such as when you can't remember the word for something in English)
Instructions: Student sit in pairs. One person looks at the board and the other looks away (i.e. they have their "Back to the board"). The teacher puts up one word or several words on the baord and gives a time limit. The student facing the board must explain each word without actually saying it. The other students guesses the word.
Useful language:
This is a type of (thing / liquid / food / person etc) E.g. This is a type of thing.
It is (adjective) It is fun.
It can (verb) Children play with it.
You use it to (verb) For example, a doll, a small truck, Lego
For example, .... ANSWER: a toy
etc.
Put five words up and give students 2 minutes to explain them all. CHoose cultural concepts that students might need to be able to explain to foreign visitors e.g. in Vietnam: pho (food) / face mask / a Vietnamese fruit or vegetable etc. Then change pairs and put five new words up.
Advanced students are able to explain complete sentences. To do this, it is helpful for them to be able to explain grammar such as "subject" "article" etc.
Advanced students are able to explain complete sentences. To do this, it is helpful for them to be able to explain grammar such as "subject" "article" etc.
Group quiz activity
Goal: Warmer / Listening to questions / Enjoying English as a group
Instructions:
1. Create groups of students (groups of 3 - 4 work well; pairs are also good). Get the students to play "Rock scissors paper" - the loser of the game will become the "Group secretary" who writes down the teams answers and adds up their score at the end.
2. The teacher calls out the questions and gives time for the groups to write their answers. Keep a quick pace to make it exciting.
3. At the end, elicit answers.
4. Check group scores and declare the winners.
5. Explain any interesting trivia / language that came up throughout the game.
Useful language: Encourage students to stay in English by introducing useful negotiation phrases:
What do you think?
I think the answer is...
I'm afraid I disagree...
I'm not sure...
I'm pretty sure it's....
I'm not sure, but I think it's...
I'm certain it's....
Okay, do we all agree that our answer is...?
Variations: Students can create quizzes for each other or for the teacher.
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| News Talk Activity |
News Talk Activity
Goal: Talk about recent news / Share opinions
Instructions:
1. Have students brainstorm recent news topics and put them on the board. Doing this as a team competition can make it more fun. "How many news items can you think of in two minutes? Write them on the board!"
2. Provide the structure for the conversation. Have students practice pronunciation of each phrase.
3. OPTIONAL: Thinking time - give students some time to think about their opinions on each news topic so they can speak more easily.
4. Have students converse. While they are talking, the teacher walks around and quietly monitors language use - noting down useful language / mistakes / pronunciation issues etc.
5. At the end, ask which news topic created the most interesting discussion.
6. The teacher goes over any mistakes, useful language etc noted in Step 4.
Useful language:
A: Hey, how's it going?
B: Pretty good.
By the way, did you hear about (noun).
OR
By the way, did you hear that SV (subject verb).
A: Yes (opinion). / No, tell me about it.
B: (opinion)
Repeat from "By the way" with different topics.
Debate Activity
Goal: Talk about opinions / practice cause and effect language (if, etc.) / develop critical thinking
Instructions:
1. Select some good, mildly controversial topics for the debate/s. Students can also brainstorm debate topics based on whatever topic they have just covered in class, e.g. the environment --> "People should stop using cars", etc.
Some popular topics:
University students should not have a part-time job.
All language students should study abroad for one year.
People should stop having children.
Facebook is great.
The textbook (used in this class) is great.
Technology has brought us many benefits.
It is important that a topic allows for 2 - 3 strong arguments for or against it. Test a topic by thinking about what reasons you would give for or against it - if it is difficult, choose a different topic.
2. Have students brainstorm ideas for and against the topic. Then write their ideas on the board IN THEIR LANGUAGE. This can be a team challenge - which team can write the most ideas (any ideas are okay) in 5 minutes?
3. Once the ideas are on the board, put students in two teams, for or against. Give each student a small piece of paper and instruct them to develop ONE REASON and add a CAUSE AND EFFECT phrase to their reason. In teams of three, each student should have a unique reason and cause and effect statement.
E.g. "People should not have children because there is over-population in the world. If people keep having children, the world's resources will disappear".
4. Outline useful debate language, model the phrases and have students practice them.
5. Brainstorm with students what makes a good debate - e.g. good reactions / energy / clear reasons with support (cause and effect). Create a score chart based on this. Give students input into how much each factor should be worth. E.g.
High energy / 3
Clear reasons / 6
Cause and effect language / 3
Good reactions to the other team / 3
Total: / 15
6. Give students time to practice in their teams.
7. Do the debate for real.
8. Have students score themselves on their performance and discuss what they want to improve for next time.
9. Ask students if any of them changed their mind on the topic after doing the debate.
10. A good follow-up is to have students write a for / against essay on the topic using the reasons raised in the debate.
Useful language:
(First speaker): Today, we would like to explain why we believe that (topic).
That is a silly idea!
That is a stupid idea!
I'm afraid I completely disagree with you!
While I agree that....I don't think that.... because...
If (SV cause), (SV effect).
(When they have finished speaking at each turn) Thank you!
These are some of my 2nd year non-English majors (they are studying education, economics, science etc.) doing a debate. From preparation to performance there was only about 20 minutes - so I think they did a pretty good job! The topic was "People should not have children".
Debate Activity
Thank you!
Never do anything for a student that he is capable of doing for himself. If you do, you'll make him an educational cripple....a pedagogical paraplegic. - Howard Hendricks
