Posted in Recommended Websites

Great Game Templates from Adam Simpson

Check out these fantastic posts from Adam Simpson featuring powerpoint templates you can use to play “Blockbusters” and “Who wants to be a millionaire?”

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Posted in Conversation Classes, Games, Young Learners

Christmas Trivia Quiz

This is a fun Christmas trivia quiz for the last day of term. Bring prizes for the winning team.

Split the class into small groups and get them to come up with a festive team name. There are two rounds, the first is the picture round. Show the pictures in the picture round handout, students have to name the items they see.

The second round is the trivia round. Read out the questions below one at a time, students write their answers on a piece of paper. You can download the list of questions here. Christmas Trivia Quiz

Trivia Round

  1. What are the names of these dates? 24th + 25th, 31st of December, 1st of January. Christmas eve, Christmas day, New Year’s eve, New year’s day.
  2. What do people traditionally do under the mistletoe plant? Kiss
  3. Where do children hang their stockings on Christmas Eve? Next to the fireplace.
  4. Which English author wrote the book ‘A Christmas Carol’? Charles Dickens
  5. In Charles Dickens’ novel A Christmas Carol, how many ghosts visited Ebeneezer Scrooge? Extra points for their names. 4 Jacob Marley, Ghosts of Xmas past, present and yet to come.
  6. Name 2 of Father Christmas’ reindeer apart from Rudolph. Comet, Cupid, Dasher, Dancer, Prancer, Vixen, Donner, Blitzen, Alternative question: Which of these names is NOT one of Father Christmas’ Reindeer? Comet, Cupid, Dasher, Dancer, Prancer, Chaser, Vixen, Donner, Blitzen
  7. The character Jack Skellington appears in which 1993 Tim Burton film? The Nightmare before Christmas
  8. What are the names of the three wise men said to have brought gifts to the baby Jesus? Balthasar, Melchior, Caspar (or Gaspar – Interestingly the Bible does not states state their names, nor even the number of wise men: “…there came wise men from the east to Jerusalem… and when they had opened their treasures, they presented unto him gifts; gold, and frankincense and myrrh…” from Matthew 2:1 and 2:11. Thanks A Russell.)
  9. What is New Year’s Eve called in Scotland? Christenmouse, Hogmanay, pigmany
  10. In which modern country is St Nicholas’s birthplace and hometown? Turkey (St Nicholas, bishop ‘Nikolaos of Myra’, 270-343AD, was born a Greek, i.e., of Greek parents in Patara, Lycia. He lived in and was bishop of Myra, Lycia. Patara and nearby Myra, in Lycia, or fully Lycia et Pamphylia, were then technically provincial territory of the Roman Empire with no specific country name. Patara became ruins centuries ago. Where the ancient town of Myra stood, now stands the Turkish town/district of Demre, Antalya Province, Turkey)
  11. From which country does the poinsettia plant originate? Mexico
  12. How many points does a snowflake have? Six
  13. What is the name of the cake traditionally eaten in Italy at Christmas? Panettone
  14. Which country does the tradition of Christmas trees come from? Germany
  15. What do people in England do at 3pm on Christmas day? Listen to the Queen’s speech.
  16. Name 3/5 traditional English Xmas dinner ingredients. Turkey, potatoes, carrots, brussels sprouts, sweet potato, parsnip, broccoli, cauliflower, sausages with bacon.
  17. What 3 things do children leave next to the chimney for Father Christmas on Christmas Eve? A drink, some food, carrots for the reindeer.

Thanks to Business Balls for some of the questions.

Posted in Games, Warmers

Warmer: Cannibals and Missionaries

This is a warmer to get students focused and working together. Use the game “Cannibals and Missionaries”.

Explain the rules to the students:

There are 3 cannibals and 3 missionaries who want to cross a river. There is a small boat which can carry 2 people, 1 person must remain in the boat to row it across the river. If the number of cannibals on any side is greater than the number of missionaries, the cannibals will eat the missionaries. Students need to find a solution to the problem.

Language:

We should/ought to…

If we leave the cannibals here, they’ll eat the missionary.

Great idea!

Hold on a minute!

What if we…..?

How about +ing…

Have students work as a class to solve the puzzle.

Solution:

http://www.novelgames.com/en/gametips/missionaries-solution/

Posted in Vocabulary Classes, Young Learners

Once upon a time: Stories and fantasy vocabulary for young learners

fairytale

This is a lesson plan from a new series for young learners. I originally taught these classes spread over 2-3 half hour classes, they could obviously be combined into one hour and a half class.

Part 1 – Fantasy vocabulary

Print out this set of flashcards from MES:

http://www.mes-english.com/flashcards/files/fantasy1_flash.pdf

MES flashcards are a fantastic resource, I’ve been steadily working my way through all of the different categories with my primary classes.

Stick the flashcards to the board in 3 columns with enough space to write the names in next to each one. Then encourage students to name the ones they know. However,they also have to say where the flashcard is on the board: “on the left/right, in the middle, at the top/bottom, above, below, between, the 1st/2nd/3rd one down.”

Once you have gone through all the names and drilled the pronunciation you could play a number of games with the vocab:

Bingo – Students draw a 3×3 grid on a piece of paper and fill each box with a piece of vocabulary. You then read out sentences about each character, for example: “I breath fire and fly over the castle.” (Dragon) “I do magic and mix magic potions” (wizard) they cross off the characters they have as you describe them until they get a line or bingo (when they have crossed off all 9 squares).

Mimic – Print out the set of fantasy game cards from MES as well. Split the class into groups of 3-4, encourage the groups to think of an English name for their team. Then they take it in turns to send one member up to the board, this member then has 1 minute to mimic as many of the different characters using the game cards. Their team receives one point for each correctly guessed character. The team with the most points wins.

Part 2 – Running dictation

By now students should have picked up most of the vocabulary. Put them in pairs, one student sits at one end of the room with a pen and paper. Stick the dragon story handout to the opposite wall of the classroom. The other student in the pair has to run across the class room, memorise a sentence from the story and then tell it to their partner who writes it on the paper. Ensure that students copy the sentences in order and that they speak in English the whole time, especially when spelling out words to their partner. Set a time limit of 10 minutes for this activity. Students switch roles after sentence 5.

Once they have finished have them sit back in front of the board and dictate the sentences back to you. The students then correct their versions of the story, the winning team is the one with the fewest mistakes. You should also clear up any vocabulary issues, paying particular attention to the past verbs used in the story, they will be needed in part 3.

Part 3 – Write a fantasy story

Students can either stay in their pairs or you can put them in bigger groups. Encourage them to work together to invent a new fantasy story, they can use any of the vocabulary covered in part one. They will also need some extra vocabulary:

Once upon a time there was……

lived/rescued/saved/cast a spell/fought/killed/captured/went/gave/kissed

They all lived happily ever after.

They will also want to use more vocabulary so ensure they ask for it properly: “How do you say ________ in English?” If your knowledge of your student’s L1 isn’t too hot make sure you have a good dictionary. Guide and help them as they write their story, set a time limit of 10-15 minutes. Then give them 5-10 minutes to practice telling their story and acting it out for part 4.

Part 4 – Story telling and acting

Each group should either nominate a narrator or share narration amongst them (the latter is the best option). Encourage whoever is narrating to do it SLOWLY and LOUDLY, so that the others can actually hear the story. Then each group puts on their little play. My kids loved doing this, some where in stitches, make sure they take a bow at the end and give each other a round of applause. You could award prizes for various things: best actor/actress, most imaginative story, best narrator, best vocabulary, best grammar. Ensure every group gets at least one prize.

Wrap-up

Kids have to name one of the characters from the flashcards before they are allowed to leave the classroom.

Dragon story:

  1. Once upon a time there was an enormous castle.
  2. In the castle lived a King, a queen and a beautiful princess.
  3. One day an evil dragon and an evil troll came to the castle and kidnapped the princess.
  4. The king and queen were very sad.
  5. But then, a brave knight and a famous wizard arrived at the castle, they decided to rescue the princess.
  6. They travelled to the cave where the troll and the dragon lived.
  7. The knight fought the dragon and the wizard fought the troll.
  8. The knight and the wizard won the battle and saved the princess.
  9. And they all lived happily ever after.
Posted in Recommended Websites

Some great warmers

Here are some great warmers/ice breakers from Adam Simpson:

My 5 favourite ice breaker activities

Posted in Conversation Classes, Exam Preparation Class, Uncategorized

Picture Description Lesson Plan

graph-descrip-policeman-Col

Before you use these materials, why not check out our new podcast for learners and teachers alike? It’s called 2Ts in a Pod, have a listen here:

 

This is a fun lesson plan in which students work in pairs describing and drawing pictures. It will be useful for students preparing for Cambridge exam speaking activities.

You will need this handout: Pics for describing

Put the following picture on the board and hand out other copies to the class:

tower bridge

Ask students what they can see in the picture.

What’s in the background?

What’s in the foreground?

Go through the following vocabulary on the board:

In the background/foreground we can see…………..

On the left/right

At the top/bottom

He’s wearing……………..

He’s facing left/right/the camera

He looks happy/sad/ etc.

Prepositions: Next to/beside, above, below, in front of, behind.

Now tell students that you are going to describe a picture and they have to draw it. Tell them to draw quickly, also remind them about perspective (things in the foreground appear bigger than in the background)

Describe the following picture to them:

woman running

Try to give as much detail as possible. Collect in the pictures and stick them to the board and then show the real photo. Invite students to comment on the differences and vote for the one they think is most accurate.

Now put students in pairs, tell them that one person is going to describe and the other is going to draw. Have them position themselves so that the describer is facing the board so that he/she can see the vocabulary and the other should be facing them. Be careful that the different pairs are spaced out so that they cannot see each other’s pictures. Give them 5 minutes to describe and draw. Once the 5 minutes are up collect in the pictures and invite comments and votes again. Have students swap roles and repeat as many times as you like. There are several pictures in the handout with different degrees of difficulty.

Follow up activity:

For FCE or CAE students use the pictures for a practice run of the speaking part 2, in which students must compare and contrast two pictures for 1 minute.