Did you like anything you saw at the in-service? Would you like to adapt the warm-up activities and demos for your own groups? Find here the all those activities shared by teachers from the Cali, Palmira, and Buga branches
FEBRUARY 27 2015 - Different ways to Present the Same Thing
Ways to Introduce Unit 8 about Art in High Beginner 3
Activity 1
Ask the students if they have been in an exhibition and if they like art.
Then, divide the students in groups (no more than four students) – in the groups they will look at some pictures and discuss about those pictures, give 5 minutes to talk about them. Talk about what they feel with the pictures, what they think the artist thought when he was painting. Then make different groups by giving a number to each student in order to have one student from each original group. In their new groups each student will report the pictures they saw and what his/her group talked about.
Then to finish the activity, show all the pictures and confirm what the students reported.
Supplementary Materials:
Activity 2
Use a creative activity In order to foster student’s discussion using the vocabulary presented in the unit´s warm up. First, have students find a paper with one of the words from the vocabulary in the unit's Preview section. Such papers must be pasted under the chairs. This word is secret and shouldn't be shared yet.
Ask them to draw an example of what they interpret the word means and when everybody is done paste the paintings on the board and have them discuss in groups what they think each picture represents.
Finally, each student will explain why they draw what they did and why they consider it represents the word given.
Supplementary Materials needed:
Activity 3
Warm up: Listen and imagine: bring 2 pictures of famous paintings that are well-known in the art world. One volunteer will come to the front and sit facing his/her classmates. Without showing the painting, he/she will start describing it according to what he/she sees or understands from the picture. The group will draw what he/she’s saying according to what they understand from the volunteer's description.
Every 3 to 4 minutes the volunteer switches with another classmate who will do the same and so on until everyone has described the picture. The trick is that once they see the original painting, they get to draw it easier. After that, they’ll do it the other way around: the group describes the second painting to a student who will draw and also switch with another classmate who will continue drawing.
Encourage them to recycle vocabulary related to colors, prepositions, furniture and also clothing.
Once students have finished they'll share their work in couples and discuss about the way they understood the others’ description and what they think about their classmates' artwork.
Transition: after finishing with the discussion about their pieces of art, have students flip the sheet and play three different tracks of different types of music to foster their creativity. Students will have their eyes closed during 1 minute per song, once the minute is over they’ll draw what comes to their minds.
When everybody has finished, play some music and have students walk around the room; every time you call up “Couples” they'll get together in couples and share their drawings.
This way we’ll be able to start the unit -it can be quite long, but entertaining.
Supplementary Materials:
Activities to Practice the use of Possessive Adjectives and Possessive Nouns for Basic 1 - Unit 2
Activity 1
Pre - Teach students the vocabulary for Possessive Adjectives and Possessive Nouns, then give them examples making affirmative sentences, negative and questions. E.g: This is my marker. That is not his backpack. Is this her book? What’s your last name?
While - Collect some information from students such as names, occupations, ages, classroom number, etc. After writing this information on the board, start asking one by one the following type of questions while pointing at another student, so that by looking at the board they can answer:
- What’s his name?
- What’s her name?
- What’s my occupation?
- What’s our classroom number?
- What’s his age?
This will be done several times until all students have answered. Then, encourage them to ask similar questions to each other.
Wrap-up - Set a table in the middle of the room. Then ask every student to give you something that belongs to them and then put it on the table. The students will gather around the table. Next, go over the vocabulary for the items each student gave, for example, pencil case, mechanical pencil, etc. After this put the question on the board “Whose is this?" or "whose pencil case is this?" Pick an item from the table so you can illustrate the activity. Toss a ball to a student so he or she can answer the question “Whose is this?” by using the possessive adjectives or the possessive nouns, e.g. "It’s his pencil case" or "It’s Carlos’ pencil case". Then the student, whom got the ball will continue the activity by tossing the ball to another student and asking the question on the board and so on. You can do the possessive adjectives first and then the possessive nouns or vice versa.
By Catherine López
Activity 2
Warm up:
1) Students make groups of 4, each group gets a picture of one of the Simpsons characters, they are to identify the name (names will be pasted on one of the walls)
2) They paste it with the corresponding name on the board.
Transition: Q: What are the relationships among these people? For example: "what is the relationship between Mr. Burns and Homer? [Let Students share their ideas] Introduce Vocabulary (Boss, Colleague, Neighbor, Friend, Classmate) Do this by showing some printed pictures that represent each.
While: Get students to help you make about 2 or three connections INTRODUCING THE POSSESSIVE ADJECTIVES, for example: "Mr. Burn is his boss." (REPLACE THE NAME HOMER FOR HIS). Paste some pictures representing the possessive adjectives and paste the one representing his in the sentence about Mr. Burns and Homer. Place Homer’s picture above the adjective. Place the picture of a boss. When all pictures have been placed, write the full sentence. Have students come up to the board and interact.
Transition: Explain MY. Paste a picture of one of the characters on your chest -students are to do the same. Now they are one of the Simpsons characters. Group them.
Post: Have students make sentences expressing the relationships between the people (Simpsons characters) represented in each group. They can write to organize their ideas, but the objective is for them to also transmit it orally.
Activity 1
Ask the students if they have been in an exhibition and if they like art.
Then, divide the students in groups (no more than four students) – in the groups they will look at some pictures and discuss about those pictures, give 5 minutes to talk about them. Talk about what they feel with the pictures, what they think the artist thought when he was painting. Then make different groups by giving a number to each student in order to have one student from each original group. In their new groups each student will report the pictures they saw and what his/her group talked about.
Then to finish the activity, show all the pictures and confirm what the students reported.
Supplementary Materials:
- Pictures of paintings
Activity 2
Use a creative activity In order to foster student’s discussion using the vocabulary presented in the unit´s warm up. First, have students find a paper with one of the words from the vocabulary in the unit's Preview section. Such papers must be pasted under the chairs. This word is secret and shouldn't be shared yet.
Ask them to draw an example of what they interpret the word means and when everybody is done paste the paintings on the board and have them discuss in groups what they think each picture represents.
Finally, each student will explain why they draw what they did and why they consider it represents the word given.
Supplementary Materials needed:
- Masking tape
- Vocabulary from 8th unit's Preview section written on pieces of paper
- Watercolor paint, pencils, colored pencils, markers, and/or sheets of paper
Activity 3
Warm up: Listen and imagine: bring 2 pictures of famous paintings that are well-known in the art world. One volunteer will come to the front and sit facing his/her classmates. Without showing the painting, he/she will start describing it according to what he/she sees or understands from the picture. The group will draw what he/she’s saying according to what they understand from the volunteer's description.
Every 3 to 4 minutes the volunteer switches with another classmate who will do the same and so on until everyone has described the picture. The trick is that once they see the original painting, they get to draw it easier. After that, they’ll do it the other way around: the group describes the second painting to a student who will draw and also switch with another classmate who will continue drawing.
Encourage them to recycle vocabulary related to colors, prepositions, furniture and also clothing.
Once students have finished they'll share their work in couples and discuss about the way they understood the others’ description and what they think about their classmates' artwork.
Transition: after finishing with the discussion about their pieces of art, have students flip the sheet and play three different tracks of different types of music to foster their creativity. Students will have their eyes closed during 1 minute per song, once the minute is over they’ll draw what comes to their minds.
When everybody has finished, play some music and have students walk around the room; every time you call up “Couples” they'll get together in couples and share their drawings.
This way we’ll be able to start the unit -it can be quite long, but entertaining.
Supplementary Materials:
- Printed posters of a couple of paintings
- Paper sheets to draw on them
- Color pencils
- Music player and tracks
Activities to Practice the use of Possessive Adjectives and Possessive Nouns for Basic 1 - Unit 2
Activity 1
Pre - Teach students the vocabulary for Possessive Adjectives and Possessive Nouns, then give them examples making affirmative sentences, negative and questions. E.g: This is my marker. That is not his backpack. Is this her book? What’s your last name?
While - Collect some information from students such as names, occupations, ages, classroom number, etc. After writing this information on the board, start asking one by one the following type of questions while pointing at another student, so that by looking at the board they can answer:
- What’s his name?
- What’s her name?
- What’s my occupation?
- What’s our classroom number?
- What’s his age?
This will be done several times until all students have answered. Then, encourage them to ask similar questions to each other.
Wrap-up - Set a table in the middle of the room. Then ask every student to give you something that belongs to them and then put it on the table. The students will gather around the table. Next, go over the vocabulary for the items each student gave, for example, pencil case, mechanical pencil, etc. After this put the question on the board “Whose is this?" or "whose pencil case is this?" Pick an item from the table so you can illustrate the activity. Toss a ball to a student so he or she can answer the question “Whose is this?” by using the possessive adjectives or the possessive nouns, e.g. "It’s his pencil case" or "It’s Carlos’ pencil case". Then the student, whom got the ball will continue the activity by tossing the ball to another student and asking the question on the board and so on. You can do the possessive adjectives first and then the possessive nouns or vice versa.
By Catherine López
Activity 2
Warm up:
1) Students make groups of 4, each group gets a picture of one of the Simpsons characters, they are to identify the name (names will be pasted on one of the walls)
2) They paste it with the corresponding name on the board.
Transition: Q: What are the relationships among these people? For example: "what is the relationship between Mr. Burns and Homer? [Let Students share their ideas] Introduce Vocabulary (Boss, Colleague, Neighbor, Friend, Classmate) Do this by showing some printed pictures that represent each.
While: Get students to help you make about 2 or three connections INTRODUCING THE POSSESSIVE ADJECTIVES, for example: "Mr. Burn is his boss." (REPLACE THE NAME HOMER FOR HIS). Paste some pictures representing the possessive adjectives and paste the one representing his in the sentence about Mr. Burns and Homer. Place Homer’s picture above the adjective. Place the picture of a boss. When all pictures have been placed, write the full sentence. Have students come up to the board and interact.
Transition: Explain MY. Paste a picture of one of the characters on your chest -students are to do the same. Now they are one of the Simpsons characters. Group them.
Post: Have students make sentences expressing the relationships between the people (Simpsons characters) represented in each group. They can write to organize their ideas, but the objective is for them to also transmit it orally.
By Carolina Bocanegra
Activity 3
Pre - Collect some objects from the students to introduce the possessive adjectives and possessive nouns, and something called the Chibchombian way, for example:
Poss. adj. This is her book. Poss. noun: This is Sandra´s book. Chibchombian way: This is the book of Sandra.
Write these examples on the board, highlighting the possessives in each sentence with colors.
While - Once students have understood, have them write their own examples with the rest of the possessive adjectives. After that check the correctness of them or explain again to the ones that seemed not to have understood.
Post - Since the topic is about first names, last names, etc., set them into two groups and have the first student say:
- "My first name is..., my last name is...".
Then, the second student has to say:
- "My first name is..., and then, he has to say: His/Her first name is...", and so on.
Besides this particular lesson, there are other simple activities to have students practice possessives such as reporting their classmates' weekend, or interviews or any activity where they must use the possessives, in order to report it to the class.
Pre - Collect some objects from the students to introduce the possessive adjectives and possessive nouns, and something called the Chibchombian way, for example:
Poss. adj. This is her book. Poss. noun: This is Sandra´s book. Chibchombian way: This is the book of Sandra.
Write these examples on the board, highlighting the possessives in each sentence with colors.
While - Once students have understood, have them write their own examples with the rest of the possessive adjectives. After that check the correctness of them or explain again to the ones that seemed not to have understood.
Post - Since the topic is about first names, last names, etc., set them into two groups and have the first student say:
- "My first name is..., my last name is...".
Then, the second student has to say:
- "My first name is..., and then, he has to say: His/Her first name is...", and so on.
Besides this particular lesson, there are other simple activities to have students practice possessives such as reporting their classmates' weekend, or interviews or any activity where they must use the possessives, in order to report it to the class.
By Fernando Moreno
Activity 4
Transition: Focus students’ attention on the names and give an example of possessives (adj and nouns) e.g:
YULI IS PABLO’S LAWYER- PABLO IS HIS FRIEND- ADRIANA IS YOUR FRIEND…
Ask: WHO’S YOUR BEST FRIEND? WHO’S YOUR CLASSMATE?
Ask students to make pairs, give each pair a word from page 12:
A classmate A boss A colleague A neighbor
Each pair will be given a definition of the word they got. Then they go around "teaching" the word to the rest of the partners (every time they do it, they exchange words so they have the chance to get to know all of them). Open the books on page 12 to confirm meanings. Work on page 12 and 13
Transition: Now that we know this vocabulary, let's get to know your real friends, neighbors and colleagues... “What’s your best friend’s name?” “and his/her last name?”
Ask students to fill out a “profile” of a classmate, a boss, a colleague and a neighbor as it follows:
NAME:
LAST NAME:
AGE:
OCCUPATION:
MARITAL STATUS:
Explain titles and full-names, work on page 14. Then have students exchange their information about classmates and neighbors using possessive adjectives and nouns e.g: My neighbor’s name is Linda, her last name is Sanchez, etc…
The student who receives the information has to fill out a profile as in the previous activity. Report some of them in order to correct some mistakes.
To personalize it some more, have students choose a picture from their cellphones so they introduce the people in it.
Transition: Focus students’ attention on the names and give an example of possessives (adj and nouns) e.g:
YULI IS PABLO’S LAWYER- PABLO IS HIS FRIEND- ADRIANA IS YOUR FRIEND…
Ask: WHO’S YOUR BEST FRIEND? WHO’S YOUR CLASSMATE?
Ask students to make pairs, give each pair a word from page 12:
A classmate A boss A colleague A neighbor
Each pair will be given a definition of the word they got. Then they go around "teaching" the word to the rest of the partners (every time they do it, they exchange words so they have the chance to get to know all of them). Open the books on page 12 to confirm meanings. Work on page 12 and 13
Transition: Now that we know this vocabulary, let's get to know your real friends, neighbors and colleagues... “What’s your best friend’s name?” “and his/her last name?”
Ask students to fill out a “profile” of a classmate, a boss, a colleague and a neighbor as it follows:
NAME:
LAST NAME:
AGE:
OCCUPATION:
MARITAL STATUS:
Explain titles and full-names, work on page 14. Then have students exchange their information about classmates and neighbors using possessive adjectives and nouns e.g: My neighbor’s name is Linda, her last name is Sanchez, etc…
The student who receives the information has to fill out a profile as in the previous activity. Report some of them in order to correct some mistakes.
To personalize it some more, have students choose a picture from their cellphones so they introduce the people in it.
By Sandra España
Activities to Work on the Readings on Hoaxes from High Intermediate 3 - Unit 9
Activity 1
This activity is based on two texts about a sighting of the Loch Ness monster and some discovered Hitler's diaries. Make copies of each text and erase or white out in certain parts to create some blanks -make copies of these texts with the blanks. Students will have to read them and in order to find the missing information they'll have to ask the appropriate question -the condition is that the student has to do the correct question to get the missing info.
Variation: once they are done, teacher may take the texts back and ask some questions prepared in-advanced.
By Mauricio Monroy
Activity 2
For students to have a different and good experience while they learn and practice for the OOPT is to have the reading and take away key words in the reading so they can read and interpret the words:
Example: "People had ______ telling stories about such...."
Once they answer individually they can share their answers with a friend. When done, go over the blanks one by one and then ask students why they think what they wrote is the answer. Clarify if they do not quite understand why some of the answers might be different from the ones they chose based on grammar or context.
The main objective of this activity is to get students to use vocabulary and grammar in the context. Before the reading, it’s advisable that the teacher conducts a pre-teaching vocabulary activity and that after the reading; students are given an activity where they can use the new vocabulary and grammar in other contexts.
For students to have a different and good experience while they learn and practice for the OOPT is to have the reading and take away key words in the reading so they can read and interpret the words:
Example: "People had ______ telling stories about such...."
Once they answer individually they can share their answers with a friend. When done, go over the blanks one by one and then ask students why they think what they wrote is the answer. Clarify if they do not quite understand why some of the answers might be different from the ones they chose based on grammar or context.
The main objective of this activity is to get students to use vocabulary and grammar in the context. Before the reading, it’s advisable that the teacher conducts a pre-teaching vocabulary activity and that after the reading; students are given an activity where they can use the new vocabulary and grammar in other contexts.
By Andrés Román
Activity 3
Before reading have students take a look at the format of the texts and speculate where they come from (a newspaper, an Internet article, a tabloid). Then read the titles and see what students know about the Loch Ness Monster and The Hitler Diaries (here explain what a hoax is and get students to give examples).
Split the class into two groups. Assign each group a text for them to read and summarize in 3 lines in their own words (in this part have students focus on general ideas, not details or supporting ideas). Once students are ready with their summary, get students in pairs (one person from each group) and have them exchange information.
Now that students have the general idea of the text, tell them they’ll work on some details, especially on who’s who in the reading. At this point hand out a sheet from Active Teach and have students scan the text (reinforce what’s scanning) and match the person with the description. Check.
Go back to the reading and this time have students read along with the CD. Write the comprehension questions from page T106 on the board and once students have read and listened, get them in pairs to discuss the answers to the questions. Then have students do exercise C on page 107.
NOTE: For vocabulary building, have students circle the words they’re not sure about and in groups try to guess from the context, if they still don’t get it, have them use monolingual dictionaries from the materials room and come up with a definition and example of the word, and write it down in their notebooks.
Before reading have students take a look at the format of the texts and speculate where they come from (a newspaper, an Internet article, a tabloid). Then read the titles and see what students know about the Loch Ness Monster and The Hitler Diaries (here explain what a hoax is and get students to give examples).
Split the class into two groups. Assign each group a text for them to read and summarize in 3 lines in their own words (in this part have students focus on general ideas, not details or supporting ideas). Once students are ready with their summary, get students in pairs (one person from each group) and have them exchange information.
Now that students have the general idea of the text, tell them they’ll work on some details, especially on who’s who in the reading. At this point hand out a sheet from Active Teach and have students scan the text (reinforce what’s scanning) and match the person with the description. Check.
Go back to the reading and this time have students read along with the CD. Write the comprehension questions from page T106 on the board and once students have read and listened, get them in pairs to discuss the answers to the questions. Then have students do exercise C on page 107.
NOTE: For vocabulary building, have students circle the words they’re not sure about and in groups try to guess from the context, if they still don’t get it, have them use monolingual dictionaries from the materials room and come up with a definition and example of the word, and write it down in their notebooks.
By Diego Tenorio
JULY 17 2015 - DIFFERENT WAYS TO DO LISTENING ACTIVITES
Ways to work with the Life-changing Experiences Listening Exercises in High Intermediate 1 - Unit 1
Activity 1
Pre: Provide students with a list of experiences; later, they will tick those they've lived once and add two or three more experiences. After that they must discuss if these experiences are significant enough to change their lives -encourage discussion by asking "Have these experiences changed your life? In what way?"
Activity 1
Pre: Provide students with a list of experiences; later, they will tick those they've lived once and add two or three more experiences. After that they must discuss if these experiences are significant enough to change their lives -encourage discussion by asking "Have these experiences changed your life? In what way?"
1. Learn to sail.
2. Learn to play an instrument. 3. Sky dive 4. Travel by train 5. Write a book. 6. Watch the World Cup in person. 7. Camp in the desert. 8. Go on a silent retreat. 9. Learn how to dance tango 10. Learn to cook traditional Mexican food |
11. Learn a new language.
12. Run a marathon. 13. Go scuba-diving. 14. Go rock-climbing. 15. Go on a volunteer vacation. 16. Fly in a hot air balloon. 17. Grow your own food. 18. Live in a foreign country for at least 6 months (or more). 18. Drive from coast to coast. 19. Sell or give away everything that you don’t need. 20. Save up and splurge on a ridiculously expensive tasting menu. |
Transition: "Let’s listen to some different life-changing experiences."
While: Students will listen to three people talking about life-changing experiences -from the book. Then they must classify each life-changing experience into three categories -TRAVEL, TRAGEDY, and FAMILY. After that, they will write down details about how these experiences changed these people’s lives in a chart in their notebooks.
While: Students will listen to three people talking about life-changing experiences -from the book. Then they must classify each life-changing experience into three categories -TRAVEL, TRAGEDY, and FAMILY. After that, they will write down details about how these experiences changed these people’s lives in a chart in their notebooks.
Speaker 1:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Speaker 2:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Speaker 3:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Transition: Have you ever thought about things you need to experience before a certain age or before you die?
Post: Have students interview their partners. They must go around the classroom and ask their partners: What life-changing experiences must you check off before you die? Then ask them to write a list with their partners’ answers and share with the group.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Speaker 2:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Speaker 3:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Transition: Have you ever thought about things you need to experience before a certain age or before you die?
Post: Have students interview their partners. They must go around the classroom and ask their partners: What life-changing experiences must you check off before you die? Then ask them to write a list with their partners’ answers and share with the group.
By Marlyn Rojas
Activity 2
Pre: Teacher will extract some expressions or words from the conversation students will be listening to. Students will walk around the room with their notebooks writing what they think the expressions or words mean. Students will then sit in small groups, they will compare their definitions and see what they have in common, and afterwards they will share what they found with the rest of the class.
Expressions or words:
1. Point of view, memorable, eye-opener, broaden horizon.
2. It hit me, life-altering, enriching, rewarding.
3. Put things in perspective, all of a sudden, the big picture.
While: Students will listen to the experiences. They will identify the context in which the expressions are used. Teacher will ask them if their definitions were right. Now, students will listen to the first three minutes of “The Danger of a Single Story” by Chimamanda Adichie (Taken from TED: http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story). They will take notes of the most important details of the life-changing experience she’s describing. They will report the experience by using the expressions they learned from the previous listening exercise.
Transition: Have you ever experienced anything that has changed your perspective on life or that was incredibly significant?
Post: Students will quickly think about a life-changing experience, they'll get up and ask three classmates about their life-changing experiences. Once they are done sharing, we will make a circle and we will discuss which experiences were the most shocking, the most exciting, and the ones they don’t think are life-changing.
Pre: Teacher will extract some expressions or words from the conversation students will be listening to. Students will walk around the room with their notebooks writing what they think the expressions or words mean. Students will then sit in small groups, they will compare their definitions and see what they have in common, and afterwards they will share what they found with the rest of the class.
Expressions or words:
1. Point of view, memorable, eye-opener, broaden horizon.
2. It hit me, life-altering, enriching, rewarding.
3. Put things in perspective, all of a sudden, the big picture.
While: Students will listen to the experiences. They will identify the context in which the expressions are used. Teacher will ask them if their definitions were right. Now, students will listen to the first three minutes of “The Danger of a Single Story” by Chimamanda Adichie (Taken from TED: http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story). They will take notes of the most important details of the life-changing experience she’s describing. They will report the experience by using the expressions they learned from the previous listening exercise.
Transition: Have you ever experienced anything that has changed your perspective on life or that was incredibly significant?
Post: Students will quickly think about a life-changing experience, they'll get up and ask three classmates about their life-changing experiences. Once they are done sharing, we will make a circle and we will discuss which experiences were the most shocking, the most exciting, and the ones they don’t think are life-changing.
By Catalina Henao
Activity 3
Pre: Ask student if they think people's eating habits are the same everywhere we go.
Activate language and vocabulary by reviewing previous discussions and also brainstorm with students about the types of food they typically eat. Paste food flashcards around the classroom and have people take the ones they like the most to create a similar introduction during the presentation. Also, ask about different types of foods and food habits they know, from different places.
Transition: "Now we're going to listen to a text where a person is going to tell us about two specific cultures: the American and the French, and the differences between the eating habits of people in both places."
While: Play the audio from page 68 and ask students to take notes about the reasons why French and American have different physical traits. "Why do Americans struggle with watching their weight? Why do the French stay slim?" Ask them to write down the reasons mentioned in the text.
Draw a chart with columns, each for one of the aforementioned cultures. Ask students to first listen and get a general idea of the text. The second time ask them to write down the characteristics assigned in the text to each culture, then have them compare notes with their classmates so they can complete/correct and help each other. As a last step, ask them to write some of those characteristics on the board (listening another time is an option, though it isn't always necessary.)
Transition: "The text discussed the eating habits in the USA and France, but we have a very strong gastronomical culture and we have our own issues. Do you think we're getting overweight in Colombia? What are our eating habits in Colombia like?"
Post - Discussion: "How do you think nutrition has changed in the last 50, 30, 20 years?" To encourage discussion, draw another column in the chart labeled "Colombia" to bring the matter at hand into our own context, and ask students about what they do while they're eating and how they eat. "Are there similarities? Differences?" Ask students to make small groups and create a strategy to make people conscious of how important it is to keep healthy food habits. Have them present their strategies to the class.
Pre: Ask student if they think people's eating habits are the same everywhere we go.
Activate language and vocabulary by reviewing previous discussions and also brainstorm with students about the types of food they typically eat. Paste food flashcards around the classroom and have people take the ones they like the most to create a similar introduction during the presentation. Also, ask about different types of foods and food habits they know, from different places.
Transition: "Now we're going to listen to a text where a person is going to tell us about two specific cultures: the American and the French, and the differences between the eating habits of people in both places."
While: Play the audio from page 68 and ask students to take notes about the reasons why French and American have different physical traits. "Why do Americans struggle with watching their weight? Why do the French stay slim?" Ask them to write down the reasons mentioned in the text.
Draw a chart with columns, each for one of the aforementioned cultures. Ask students to first listen and get a general idea of the text. The second time ask them to write down the characteristics assigned in the text to each culture, then have them compare notes with their classmates so they can complete/correct and help each other. As a last step, ask them to write some of those characteristics on the board (listening another time is an option, though it isn't always necessary.)
Transition: "The text discussed the eating habits in the USA and France, but we have a very strong gastronomical culture and we have our own issues. Do you think we're getting overweight in Colombia? What are our eating habits in Colombia like?"
Post - Discussion: "How do you think nutrition has changed in the last 50, 30, 20 years?" To encourage discussion, draw another column in the chart labeled "Colombia" to bring the matter at hand into our own context, and ask students about what they do while they're eating and how they eat. "Are there similarities? Differences?" Ask students to make small groups and create a strategy to make people conscious of how important it is to keep healthy food habits. Have them present their strategies to the class.
By Astrid Marmolejo
Activity 4
Pre: Ask students questions about their eating habits, for example:
After discussing on these questions, ask them what they have heard about obesity in different countries. Once students are familiar with the topic, tell them they are going to work on a listening exercise.
While:
1st paragraph: First, ask to students to make 2 groups; A and B, explain that group A goes out the classroom and group B is going to listen to the reading of the first paragraph of the article on page 68 from the High Beginner book and draw what they listen. When they finish, group A gets back to the classroom, chooses one classmate, takes a look of his/her drawings and tries to guess what is it about. After some minutes, students from group B share their answers to check which is more accurate and that pair gets a point, (they will accumulate points for each activity and at the end the pair with more points gets candy).
2nd paragraph: Now, give each pair a set of strips of paper with lines of the second paragraph, each line is missing the first 2 or 3 words in order to make it more challenging. Play that part for students to organize the paragraph and complete it with the missing words. The pair who finishes first and correctly, gets the point.
3rd paragraph: Give each pair a copy with the 3rd paragraph with some missing words; then play that part of the article and have students fill in the blanks with the correct word. The pair that finishes first and has completed it with the correct words gets the point. If necessary, write a list of the missing words on the board.
4th paragraph: Give each pair a copy of the paragraph with its lines randomly organized; play the audio for students to number the lines in the correct order according to what they listen.
5th paragraph: For the last paragraph, give a copy of it with pair words in bold; students must circle the correct word by context and then check with the listening.
At the end, the group with more points gets candy.
Finally, as a wrap-up, tell students each document has to answer the following questions: what, where, when, who, how, why. Give examples of each to make sure they understand. Write the previous WH words on pieces of paper and put them in a plastic bag, each group is in charge of identifying and discussing the corresponding WH question for a text like the one you would have just worked with.
Post: Finally, ask students to create a what, where, when, why question related to their own perception about habits in Colombia. They are share as a round table and then they come up with a conclusion on the topic.
Materials: Book, Markers, CD, papers with WH words, plastic bag
Pre: Ask students questions about their eating habits, for example:
- Where do you usually eat?
- What time you have each meal?
- How long do you take eating?
- What other activities do you do while eating?
- How much do you eat?
After discussing on these questions, ask them what they have heard about obesity in different countries. Once students are familiar with the topic, tell them they are going to work on a listening exercise.
While:
1st paragraph: First, ask to students to make 2 groups; A and B, explain that group A goes out the classroom and group B is going to listen to the reading of the first paragraph of the article on page 68 from the High Beginner book and draw what they listen. When they finish, group A gets back to the classroom, chooses one classmate, takes a look of his/her drawings and tries to guess what is it about. After some minutes, students from group B share their answers to check which is more accurate and that pair gets a point, (they will accumulate points for each activity and at the end the pair with more points gets candy).
2nd paragraph: Now, give each pair a set of strips of paper with lines of the second paragraph, each line is missing the first 2 or 3 words in order to make it more challenging. Play that part for students to organize the paragraph and complete it with the missing words. The pair who finishes first and correctly, gets the point.
3rd paragraph: Give each pair a copy with the 3rd paragraph with some missing words; then play that part of the article and have students fill in the blanks with the correct word. The pair that finishes first and has completed it with the correct words gets the point. If necessary, write a list of the missing words on the board.
4th paragraph: Give each pair a copy of the paragraph with its lines randomly organized; play the audio for students to number the lines in the correct order according to what they listen.
5th paragraph: For the last paragraph, give a copy of it with pair words in bold; students must circle the correct word by context and then check with the listening.
At the end, the group with more points gets candy.
Finally, as a wrap-up, tell students each document has to answer the following questions: what, where, when, who, how, why. Give examples of each to make sure they understand. Write the previous WH words on pieces of paper and put them in a plastic bag, each group is in charge of identifying and discussing the corresponding WH question for a text like the one you would have just worked with.
Post: Finally, ask students to create a what, where, when, why question related to their own perception about habits in Colombia. They are share as a round table and then they come up with a conclusion on the topic.
Materials: Book, Markers, CD, papers with WH words, plastic bag
By Katherine Gómez
SEPTEMBER 11 2015 - DIFFERENT WAYS TO DO LISTENING ACTIVITES
Ways to work with The Ten Commandments of Cell Phone Etiquette Listening Exercises in Listening and Speaking 3- Unit 10
Activity 1
Pre: Ask students to work in groups of five people, then each ss will be given a word but they are not supposed to see what it says, they have to put it over their head and the other would give the word’s meaning until the person holding the paper guess the right word. Do the same with all the other students.
Once they have done it, ask students to unscramble the papers and organize the sentence. Students answer the question: What do you think the 10 commandments of cell phone etiquette are?
While: Listen to the students’ ideas and then play the audio track 35 cd 3. After playing the audio, ask the students if they were similar to the ones they have already predicted.
Finally, encourage students create more questions about it. Play the audio again if necessary.
Activity 1
Pre: Ask students to work in groups of five people, then each ss will be given a word but they are not supposed to see what it says, they have to put it over their head and the other would give the word’s meaning until the person holding the paper guess the right word. Do the same with all the other students.
Once they have done it, ask students to unscramble the papers and organize the sentence. Students answer the question: What do you think the 10 commandments of cell phone etiquette are?
While: Listen to the students’ ideas and then play the audio track 35 cd 3. After playing the audio, ask the students if they were similar to the ones they have already predicted.
Finally, encourage students create more questions about it. Play the audio again if necessary.
By Maria Alejandra Cadavid
Activity 2
Pre: Sts make two groups. Each group watches a different video: I forgot my phone. Then each person from group 1 talks to a person from group 2. They both describe the videos they watched and then tell their classmate if they feel somehow identified with the people from the videos and which group: the ones with the phones or the ones without it. Sts then discuss if they think a change is necessary.
While: Teacher mentions the title of the listening she’s about to play: “The Ten Commandments of Cell Phone Etiquette”. Pairs guess some of the rules they will mention. Sts listen to track 35. And take notes, then they compare what they understood with their couple and solve 1 on page 199.
Post: Pairs discuss if they agree with those rules or if they think they’re useless nowadays. Then, each pair creates their own 10 commandments.
Pre: Sts make two groups. Each group watches a different video: I forgot my phone. Then each person from group 1 talks to a person from group 2. They both describe the videos they watched and then tell their classmate if they feel somehow identified with the people from the videos and which group: the ones with the phones or the ones without it. Sts then discuss if they think a change is necessary.
While: Teacher mentions the title of the listening she’s about to play: “The Ten Commandments of Cell Phone Etiquette”. Pairs guess some of the rules they will mention. Sts listen to track 35. And take notes, then they compare what they understood with their couple and solve 1 on page 199.
Post: Pairs discuss if they agree with those rules or if they think they’re useless nowadays. Then, each pair creates their own 10 commandments.
By Carolina V.
june 16 ,2017 -Contextualizing Language in the English Classroom
By Kelly Pierce