Activity Guide Fullcircle 3w5a3d

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ACTIVITY GUIDE FOR

TEACHING ENGLISH AS A FOREIGN LANGUAGE

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TABLE OF CONTENTS Grammar Activities • The Present

1

• The Past

4

• The Future

6

Vocabulary Activities

8

Phonology Activities

10

Speaking Activities

11

Writing Activities

13

Listening Activities

14

Reading Activities

16

01

Grammar Activities • The Present Let’s have a look at the Present Form and Use and then some activities to use in the Practise and Production stages. Below is a reminder of all the forms, uses and examples of the Present Tense:

P RES EN T TENSE

FORM

Subject + Present Form of the Verb

Present Simple

USE

EXAMPLES

Facts, Generalizations and Universal Truths

Water boils at 100 degrees Celsius.

Habits and Routines

He leaves for school every morning at 6am.

Events that are certain

I live in Chiang Mai.

Arrangement like timetables

The train leaves at 3pm.

• I don't live in London. • The train doesn't leave at 3pm.

NEGATIVE

Don't / Doesn't + Verb

• Does the train leave at 3pm? • Do you live in Chiang Mai?

QUESTION

Do/Does

Subject + Present of "to be” + Present Participle of Verb or "ing" Present Continuous NEGATIVE

Is not / Isn't and Are not /Aren't

QUESTION

Is / Are

Present Actions

Jack is talking with friends.

Temporary Actions

Jack is working as a waiter in the summer holidays.

Future arrangements and plans

We are going to Vietnam next week.

Trends

Thailand is getting wealthier each year.

Irritations

Jack is always speaking negatively.

Thailand isn't getting wealthier each year.

Are you going away next week?

02

Subject + Present of "to have” + Past Participle of Verb Present Perfect

Actions which happened at an unknown time

I have eaten my Dinner.

Actions in the past which have an effect on the present

He has finished his shift.

Actions that begin in the past and continue into the present

He has worked as a Teacher for 10 years.

NEGATIVE

He hasn't worked for 2 years.

Has not / Hasn't QUESTION

Have you eaten dinner yet?

Has / Have

Present Perfect Continuous

Subject + Present form "to have” + been + Present Participle of Verb or "ing"

NEGATIVE

Has not / Hasn't and Have not / Haven't

QUESTION

Have / Has

Actions that started in the pastand continue tothe present

He has been writing a book for 2 years.

Actions that have recently stopped

I have been waiting for you for about an hour. I thought you said 3 pm.

Temporary situations

We have been living in Penang for a month.

He hasn't been waiting for an hour, he only got there a minute ago.

Have you been living here long?

PRESENT SIMPLE Presenting the Present Simple requires you to remind students of the "s" or "es" in the third person or he/she/it part. • Practise: Gap Fill Activities We use the Present simple for an action that happens generally. You can also teach adverbs of frequency with the Present Simple. • Always • Frequently • Usually • Seldom/Rarely • Nowadays • Never • Every week/year • Sometimes/Occasionally • From time to time • Every now and then For example, I go to the supermarket every week. • Production Ideas: Hobbies/Routines/Preferences A great activity is to put students into pairs and get them to ask each other what they do in their free time or after school/work or what kind of food they like or dislike. Or what their routine is for the day. • What is your daily routine? I get up at 7 am. • What do you do in the morning? I go to school. • What do you do after school? I always go home.

03 • Facts, Generalisations and Universal Truths Comparisons are a good way to practise the Present Simple. For example, I like ice-cream but I don't like peas. • Events that are certain to happen For example, When is your birthday? • Arrangements we can't change For example, Timetables. You can give your students a copy of a train timetable or bus timetable. • When does the train leave? • When does the bus leave? • It departs at 2pm and arrives at 3pm. • When does the flight leave?

PRESENT CONTINUOUS This tense describes an action that is happening right now or around the time of speaking. • Present Continuous Activities: • Make a list of what you are wearing. • Spot the difference.

PRESENT PERFECT SIMPLE The connection between the past and the present. • Present Perfect Simple Activities: • Experiences and achievements in the past.

PRESENT PERFECT CONTINUOUS The Present Perfect Continuous is used for recent changes and for actions that go from the past into the present. • Present Perfect Continuous Activities: Use images or board work to show recent changes like a man running for bus.

04

• The Past Let’s have a look at the Past Forms and some activities you can use in the Practise and Production stages of the lesson.

PA S T TENSE

FORM

Subject + Past form of the Verb Past Simple

USE

EXAMPLES

Events in the past which are now finished

We ate dinner about an hour ago.

Something that happened in the past

We lived in Penang last year.

A series of events that happened inthe past

He boarded the plane and sat in Business Class.

NEGATIVE

He didn't learn any Thai in the first few months.

Did not / Didn't QUESTION

Did you work there long?

Did

Past Continuous

Subject + Past form of "to be” + Present Participle of Verb or "ing"

Duration in the Past

I was having a sleep when the telephone rang.

Actions in progress at the same time in the past

I was cleaning the Kitchen while my wife was washing the car.

Irritation

She was always talking negatively about people.

Polite Question

I was wondering whether you could help me.

NEGATIVE

The teacher asked when he wasn't working on his project.

Was not / Wasn't and Were not / Weren't QUESTION

Were you always good at running?

Was / Were

Subject + Past form of "to have” + Past Participle of Verb Past Perfect NEGATIVE

Had not / Hadn't QUESTION

Had

Completed action before another action in the past

I had finished my work before I went running.

Reported speech

He asked me whether I had ran the Marathon last year.

Unhappy about the past.

I wished I had eaten more before the Test.

Third Conditionals

If Jack had worked harder he would have ed the exam. I hadn't read anything before the test. Had she ever swam before the competition?

05

Past Perfect Continuous

Subject + Past form of "to have” + been + Present Participle or "ing"

Duration of a past action up to a certain point in the past

They had been waiting for nearly an hour before the bus arrived.

Looking at the cause of an action

The road was slippery because it had been raining and it was hot.

Third conditional Sentences Reported Speech

If I had been waiting in the right place I would have caught the right bus. He said that he had been waiting for ages before she arrived for the date.

NEGATIVE

They hadn't been waiting long for the bus.

Had not / Hadn't QUESTION

Had

How many years had you been waiting to get her into that school?

PAST SIMPLE Actions that are finished in the past. You can use ago and last week/year/month to show when it happened. • Past Simple Activity: What did you do last summer/year/holiday? For example, I went to Vietnam and ate some really spicy food. It was wonderful.

PAST CONTINUOUS A moment in the past. • Past Continuous Activity: Be A Detective Playing a Whodunit games with students is great. The students must come up with alibis in the past continuous. One action interrupted another one. For example, While I was doing the washing up there was a knock at the door.

PAST PERFECT An action that happened in the past before something else happened in the past. • Past Perfect Simple Activities: Story Draw a story on the board explaining why Jack was tired. Use a sequence of events but tell them not to create a story in consecutive order. Use images/pictures or draw the events on the board. • Last night • James hurry • Ran out of petrol • No money left • Wallet stolen Last night, James had ran out of petrol because he had had his wallet stolen and he had run out of money. Also, try using a time line.

PAST PERFECT CONTINUOUS This is where 2 actions happened in the past but one happened before the other. • Past Perfect Continuous Activities: Sponsored walk They all arrived home tired and dirty because they had been walking a charity hike all day in the Yorkshire Dales.

06

• The Future Let’s have a look at the Future Forms and some activities you can use in the Practise and Production parts of your lesson.

F U TU RE TENSE

Future Simple

FORM

Subject + will + Present form of the Verb

15

USE

EXAMPLES

Promises

I promise I will cook you lunch tomorrow.

Unplanned Actions

I will close the door, it’s getting cold.

Predictions

It will rain later if it stays this hot.

Habits

He will always move his eyebrow if he has something to hide.

NEGATIVE

He will not run if he hasn't trained.

Will not / Won’t QUESTION

Will he run today?

Will

Future Continuous

Subject + will + be + Present Participle or "ing"

Future actions in progress

In one hour I will be running through the rice paddies.

Making a guess about the future

I bet she will be having a baby very soon.

I bet she won't be getting up early tomorrow, she went to bed very late last night.

NEGATIVE

Will not / Won’t QUESTION

Will she be coming to the party next week?

Will Subject + will have + Past Participle Future Perfect NEGATIVE

Will not QUESTION

Will

Completion of an action before a specified point in time in the future

Jack will have finished all the food by the time everyone has arrived.

Actions that will last in the future

Jack will have lived in Chiang Mai for 5 years in 2015. Jack will not have learnt anything if he doesn't go to class. Will he have eaten all the pizza before everyone else?

07

Future Perfect Continuous

Subject + will have been + Present Participle of verb or "ing"

Duration of a specific moment of time in the future

By next year, Bob and Kathy will have been living together for 50 years.

Cause of a future situation

In ten minutes you will have been driving for 12 hours, your eyes are looking tired.

NEGATIVE

He won't have been driving for that long.

Will not / Won't + have been + present participle QUESTION

Will he have been writing for that many years?

Will

FUTURE SIMPLE • Future Simple Activity: Look at predictions by using famous people. • What will they be doing in 2030? • He will be ...... In reality, we normally use the future simple only when we have just decided to do something or to express a promise. • I'll have the cheeseburger • I'll finish the work, I promise

FUTURE CONTINUOUS • Future Continuous Activity: Show a timeline. 9 PM

PAST

10 PM

FUTURE

Lesson idea for the future is to give students a diary with booking and meeting put in . Give the students some questions and get them into pairs. For example: • What will you be doing on the 3 October? • Can we meet? • No, I will be meeting with Mr Smith.

FUTURE PERFECT • Future Perfect Activity: Lesson idea is to use setting goals and targets for your life and career and school, and also predictions about the world.

08

Vocabulary Activities PRACTISE ACTIVITIES • Drilling (Controlled Practise): A good way to practise a new word is by using Drilling. You can choose to do a whole class drill or you can go around the class and get a student to repeat after you individually. • Notebook: Then it’s time for your students to record their work in their notebooks. Most of the time students will do this automatically. However, it’s a good idea to remind them and get them to make notes of any board work, especially new words. • Pronunciation (Controlled Practise): When you introduce new vocabulary, it is important to teach the students the correct stress and intonation of the word. You can help students with their pronunciation by writing the syllabus on the board and showing the students where the stress should be. You should also drill the students with the new word. • Dictionary: Ask your students to use a bilingual dictionary to look up new words and make a note of them. • Vocabulary Matching Game: Create some cards with pictures and words on separate pieces of card. Ask the students to match the words with the pictures. • YouTube: Play a YouTube video and ask the students to write as many words as they hear. • Image Gap Fill: Give students an image of anything like a classroom or an office and ask them to label the things they see. • Map: Ask students to draw a map of their journey to work. Then ask them to give directions to someone who does not know the route. • Students as teachers: This is a great lesson. Whenever I use peer to peer teaching I am always impressed with the standard of the lesson. Ask the students to prepare a mini lesson on a new word using whatever they want to introduce the new word. This could include synonyms/anonyms or a presentation or realia. • Splat: Splat is a great game. Write the keywords on the board and ask two students to come to the front. Read out the definition and the first person to splat the word wins. This is a great game for reviewing vocabulary.

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• Ball and spelling game: This is a great game. Throw a ball to one of the students and say the new word. The student has to then spell that word. The student then throws the ball to another student when they are finished. • Pictionary: This is a great game. Ask one of the students to come to the front of the class and show them the target word. Then get them to draw the word and the rest of the class guesses the meaning. • Drama: Firstly create a list of target words to be used in the lesson. A good lesson to practice drama is to create a soap opera. Divide the group into small groups and ask them to write a short soap opera using some of the target words on the list. This is a great fun activity. • Memory games: Show a picture on a PowerPoint presentation on a topic you are covering in the class. For example, an office. Find an image on the Internet and display it on your PowerPoint. Show the image for a few minutes and then hide it and ask the students to as many of the objects they saw. Get them to write them down. You can have a competition to see who got the most words. • M&M Game: Firstly get a load of M&M's. List a number of topics you have studied during the last few weeks. Give each topic a color corresponding to the color of the M&M. Then divide the class into small groups and give them a handful of chocolates. The students can eat the chocolate if they can think of a vocab word associated with each color. For example, the topic Travel is given a red color. If the group has received 7 red M&M's they must think of 7 words associated with travel. They can eat each of the red M&M's when they write down the word. • Group Mind Map: Firstly think of a topic and create a mind map on the board as an example. Next give each of the groups a few topics on a piece of card and get the groups to create their own mind maps by brainstorming new words. Allow them to use dictionaries or internet if its available. • Others: • Crosswords • Matching pictures to words • Anagrams • Antonyms • Word Searches

10

Phonology Activities PRONUNCIATION ACTIVITIES • Map: Use a Map of anywhere: get your students pronouncing the names of the cities and also get them to write these place names using the Phonemic Chart. You can ask them to get in to teams and come to the board to write these names while the other teams guess. • Homophones Game: This is where two words sound the same but have different meanings. • Flashcards: Use flashcards and the phonemic chart to show students how to correctly pronounce words. • Phonemic Chart Bingo: Get some bingo cards printed out with different phonemes on the cards and say the sounds of the phonemic letters while the students mark off their card. • Minimal Pairs: These are words that only differ in one sound like cat and cut or sheep and ship. There are many different variations on Minimal Pairs. Here are a few: a) Minimal Pairs Bingo: set up a bingo card with minimal pairs on the cards. For example, cat and cut, sheep and ship, but and bat, uncle and ankle. Call out the words and get your students to fill in their cards. Once a student has all the words BINGO! b) Minimal Word Splat: this is a good activity where you write the minimal words on the board and two students stand at the front. You or its even better of you can get another student to call out the words so that they can practise their pronunciation. The two players have to hit the word on the board. Other students can help but beware of the volume! c) Stand up and sit down: You explain to the students that when they hear one sound they stand up and when they here another they sit down. You can vary the sounds in accordance with the phonemic chart. have fun and use positive language.

11

Speaking Activities Let’s look at some Activities which could be used for the Practise (Controlled) and Production (Free) stages of your lesson:

COMMUNICATIVE ACTIVITIES A communicative activity is where you can get a pair of students to help each other complete a task. By giving each of the pairs a slightly different version of the resource they can ask questions to each other and complete the activity. The resource you can use can be anything you can thing of: a pizza menu, a train timetable, an instruction manual. If you use a pizza menu then you can hide prices and ingredients from the students. Their job is to ask each other questions like "how much does the ham and cheese cost?" or "Whats in the the Hawaiian ?" Again with any activity pick a few resources which are relevant to the age group. You can also also give the students new vocabulary and grammar structures in the presentation section of the lesson. This can be used for Controlled Practise if you give your learners scripted questions and it can also be used for Free Practise by asking them to create their own questions. • Peer to Peer Checking of Answers: Peer to Peer means student to student. A great way of getting students talking is to ask them to check the answers of their partner or group. They can mark each other’s work. You could use this as either a Controlled activity if you give your students scripted questions to ask. For example, "Why is this wrong?" or "Why didn't I get full marks?" • Extension of discussions: Once you have got your students talking then you can encourage them to keep talking about anything related to the subject. Go around the the room and start eliciting information form them by asking open questions and giving positive . Use positive language like wonderful, fantastic, and unbelievable. This could be used as a Production Activity. • Adding in discussions: Once you practised an activity then try to start getting your students talking about things that interest them and ask them to give opinions. Talk about your favourite food and restaurant. This could be used as a Production Activity. • Role plays: Another great way to get students talking is to do role play acting. A good role play would be ordering some food from a restaurant or booking a flight on the telephone. You would get the students in pairs or in small groups and assign them characters. A difficult customer is a good one. This could be used as a Controlled Activity or Production Activity.

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• Interviews: A job interview is another activity that works well. You would introduce all the vocabulary and grammar structure in the presentation part of the lesson and then get students interviewing each other in their pairs. This could be used as a Controlled Activity or Production Activity. • Compare and contrast: In this activity, you can use anything to compare and contrast. For examples, different countries, cars, clothes, shoes, movies, books, TV, cartoons and technology. Again, to add context to your discussion and introduce new grammar and vocabulary at the start of the lesson. Comparing Samsung to Apple always works very well depending on your classroom context. This could be used as a Controlled Activity or Production Activity. • Debates: You can create debating teams to discuss a topic in the news or current. This could be used as a Production Activity. • Expressing an opinion: When you have a discussion lesson, then it’s a good idea to introduce some good grammar structures to the students. For example, I believe, I think and the negatives as well. This is also a good opportunity to introduce Modal verbs to show the degree of certainty. For example, might, may or could. This could be used as a Production Activity. • Interjecting: For discussion activities, it’s also a good idea to teach a way to interrupt a person speaking using: • Could I stop you there? • Excuse me? This could be taught in the Practise Stage of the lesson. • End a discussion: For a discussion activity it’s important to show students how to end the conversation. You can teach the following constructions: • In summary • In conclusion This could be taught in the Practise Stage of the lesson. • Points to for a Discussion Lesson: Choosing the right topic: With any lesson you teach it’s important to add context. When you are deciding a discussion topic use something the students will enjoy talking about. Movies, celebrities, sports stars are good topics. This could be used as a Production Activity. • Using your groups: Get one group to argue the case for and another group against. This could be used as a Production Activity.

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Writing Activities • Gap fill activities: Choose a paragraph from a magazine or from the Internet and take some of the words out, particularly adjectives and adverbs. Ask you students to add their own descriptive words. This is a good writing activity for beginner levels. • Project Work: Create a group project which includes informal, formal, guided and free writing to be presented as a PowerPoint to the class, displayed as a poster around the school or in the classroom or put onto a Wikispaces or blog site. • Use an image or photograph: Find a photo or an image and display on an overhead projector or pin it to the board and ask the students to write a sentence about it. For example, find an image related to sport and teach, "a man is climbing up a mountain.” You can also vary the verb phrase by getting the students to write down what happened before (past) and what will happen after this photo (future).This is good piece of guided writing to be used with Intermediate and above. • Peer to peer marking and correction: Give your students a topic and ask them to write a paragraph in whichever tense you choose. Once they have written a paragraph get them to swap papers with their partner and ask them to correct each other's work. Once they have been corrected then ask the students to return the piece of work and re-write their piece of work with their corrections. This is a great opportunity for you to work with weaker students. • Speed Date! Like speed dating get your students to sit opposite each other. Time your students for 1 minute and ask them to tell each other as many adjectives and adverbs as possible. • Adjective/Adverb game: Each student writes his or her name vertically. If you are teaching in Asia and many of your students are using nicknames get them to write their full name down vertically. Then ask them to write an adjective/adverb for each of the corresponding letters. Then peer to peer assess their work using pair work of group work to check whether they are truly adjectives or adverbs. You can extend this activity by asking the students to construct sentences using their adverbs/adjectives. • Comparatives and superlatives: A great way to teach this is to use advertising from a magazine. Ask your students to bring a magazine to the lesson. Ask them to find some advertising. You can spend the lesson discussing some of the adverts and also create your own slogans for some of the products you see.This is a great activity for Intermediate and above. • Student quizzes: A good activity to use is to get students to write their own quiz questions in groups and then for each of the groups to ask each other group the questions. • If: You can use if with more advanced classes given students the chance to express themselves.

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Listening Activities CHOOSING A LISTENING ACTIVITY One of the most important parts of a listening lesson is choosing the right material. Choosing text that creates interest and a motivation to want to listen will mean a successful lesson. Lets consider the choices which are available to you when you choose listening material. • Course Textbook and CD: Many of the textbooks you will have will contain a CD with listening activities. However, most of the time these listening activitiesare completely unrelated to the real world. Its vital that your text has context and is interesting. • School Trip: A good activity is a school trip or excursion with adult learners. Depending on their level you could go and watch a movie or a play or visit a museum or attraction with an English speaking commentary • Using YouTube: Select a short clip and see if you can transcribe it for your students. This is a great opportunity for you to add a clip to your blog or Wikispaces site. Activities might include gap fill exercises in the pre-listening stage. YouTube has many different clips for you to use for your listening activities. • Make your own: If you have time then you could record your own voice and role play.

LISTENING ACTIVITIES Here are a number of activities you could use if you are not ready to introduce authentic listening activities. • Family Tree: Give the students a copy of a family tree and then make up some listening text so that students can identify of the family. • Picture Sounds: Give students some pictures of animals and make up some listening text so that the students can identify the type of animals.For example, you could make a recording or say "It has four legs and you can ride it with a saddle." The student will choose the picture of the horse. You can also do this with different types of clothing. • Map Skills: You could also use a map to teach listening skills and read out directions on a map grid. Play the game in teams with prizes of M&M's.

15 • Picture dictation: You read out some text and the student attempts to draw what they hear. • Simon Says: Games like Simon says, where the teacher gives instructions and the student must follow the direction. As students reach intermediate levels then you can move onto more authentic listening work, which will involve some real life scenarios.

LISTENING ACTIVITIES Songs are a wonderful way to motivate students and have fun. One of the most memorable lessons I have taught was to class of 50 beginner language learners. We looked at the song "Yesterday” by the Beatles. It was a superb lesson. The latest research on teaching suggests that using songs in the classroom is one of the best ways to get students learning. You can use songs to show grammar structure, pronunciation, stress and rhythm. Certain songs will also allow your students to access culture. As we said at the start we want our students to be life long learners and to have an interest in getting better and better at English in and outside the classroom. • How do you choose a song? I choose "Yesterday” by the Beatles because it opened up many possibilities for me to teach culture and tenses and feelings. You could choose: • Special occasion songs like happy birthday, etc. • Songs and games using children's songs. • Action songs: head, shoulders, knee and toes is a good one. • Songs that are specially written for teaching. • Songs, which tell a story. • You can find most lyrics on the Internet as well as many, many songs on YouTube. Have fun!! • Songs are a great way to teach listening and can also be used for a myriad of other lessons. Let’s look at how to structure a lesson using songs: • Introduction and Warmer: Introduce yourself and use a warmer to get your learners in the mood. • Pre-listening Activity: Present any new grammar or vocabulary that might come up in your song. Make sure you add context to the lesson by choosing an appropriate song. Explain the song you have chosen and create a mind map on the board with words that are in the song and ask them to make predictions of words that might hear. Elicit information about the kinds of songs. For example, rock, pop, love, etc. Ask the students what their favourite songs are. • Listening Task: Play the song the first time asking one or two questions or asking them to fill in the gaps from the script you have given them. Play the song a second time asking more detailed questions. • Post Listening task: Discuss questions. • Cooler: Get students to do a Karaoke of the song with you providing the lyric sheet. This type of lesson is great fun, enjoy.

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Reading Activities CHOOSING A READING ACTIVITY When to come to choose an appropriate text the most important piece of advise is to choose something the students will enjoy and have fun completing.

READING ACTIVITIES When we looked at the Lesson Structure for Reading we showed you how to teach a reading lesson with an appropriate text. We also explained that you are looking to develop certain skills while reading. Its also very important that you ask the right sort of questions, which we looked at in the previous section, and also give learners varied activities to enrich the reading experience. Here are a few ideas that you can incorporate into a reading lesson ing that you are trying to balance the intensive and extensive reading experience: • Authentic Reading Material: All of the following can be used to teach an exciting Reading lesson. to give you lessons context and make them as rich and as varied as possible to test the appropriate level you are working with. • Classified Adverts • Horoscopes • Problem Pages from Magazines • Tourist Information • Movie Reviews • Gap fill activities: Once you have chosen your piece of text you can use a predictive activity where you have removed certain words from a paragraph and learners must guess the most appropriate word. You can vary the difficulty of the activity depending on the level of your class. For example, you could give a low level class a choice of words to insert into the gaps. A high level class would have to use their knowledge to insert an appropriate word into the gap. • Graded questions: Global questions: This type of question checks whether your students have understood an idea, which is central to the whole text. Students have to have read the whole text to be able to answer a global question. A good idea is to put global questions as pre questions so that the student has to read the text and is reading for purpose. Specific questions: focus on a point of detail. Students can normally find the answers to specific questions from just one sentence. True or False statements: This is a more thorough way of checking comprehension as it gives you a chance to check straight away. You could ask the students to raise their hands. Alternatively you could get students into teams and with one person from the side acting as true and the other as false. You then read out the sentence and the student has to choose a chair to go and sit on, either true or false. Multiple choice questions: Give you students a choice of answers to check understanding of the meaning of the text.

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• Have I got News for you? In this activity you would remove all headlines and titles from the texts and ask students to match the paragraph with the headline. You could also display headlines all related to your topic text and ask your students to discuss so that they can quickly tell you what the title suggests about the topic. • Grammar Activity: This is a good activity to use in the presentation or first practise activity. You will ask students to identify vocabulary related to a certain topic and also identify parts of speech. • Scanning Jumbled Paragraphs: With this activity all you do is jumble the paragraphs within a text and ask your students to re-arrange so that they come in the right order.

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