Ask students to brainstorm as many types of programmes as they can in groups and get them to come to the whiteboard to write them down.
Choose one student in the class. Tell them to think of their favourite TV programme, but not to tell you what it is.
Ask Ss yes/noquestions to guess what is the programme. For example: Is it a music TV show?. Encourage students to give you a hand and ask students too.
Tell students that they are going to play a guessing game about TV programmes.
Hand out the activity sheet and explain the activity. Explain that these are the questions they are going to use to play the YES/NO game but first they must unjumble them. Unjumble the first question together and give them time to do the rest individually
Get students to compare their answers together and make any chances. Check answers together and explain how to form questions in present, and present simple.
Ask student to continue working in pairs and write down more questions. Check questions together before playing.
Divide students in groups and explain the rules. Remind students that can only answer yes, no or sometimes.
1. Players take turns to think of a programme.
2. Other players ask questions and try to guess.
3. When one player thinks they know the answer, they can say what they think the programme when the questions finished.
4. If they are correctm they get a point. If they are wrong, they lose a point.
5. The winner is the player with the most points at the end of the game.
MOST COMMON QUESTIONS IN INTERVIEWS AND HOW TO PREPARE IN ENGLISH:
When helping students prepare for interviews this is the question, we find most difficult to answer. The answer should not take longer than 2 minutes, and let us face it is hard to fit all your skills in such a short time.
1. “Tell us about yourself” : The first sentence of this questions should be an introduction to "Who you are professionally" and what you have achieved. It is really important to mention any high profile companies you have worked for by name or any impressive projects you have participated. Remember to highlights any points that will make you stand out. End this question by answering "Why you are here". Here you should tell them how that you want this position and why
Let us see an example and analyse the structure and grammar when answering this question.
I havemore than five years of experience as a technical project manager at top Wall Street companies. Most recently, I led the development of an award-winning new trading platform.I’m a person who thrives in a fast-paced environment so right now I’m looking for an opportunity to apply my technical experience and my creative problem solving skills at an innovative software company like this one.”
1st line:Who you are:
The first line sums up her work experience using "have" (present simple)
I have more than ………. years of experience as a + job title
I have more than ……….. years of experiences in + field ( in teaching, in computer science etc.)
2nd line: Expertise highlights:
Second line highlights an impressive projects,recent work or something that stand out using the phrase most recently, and then continues in past simple.
Time phrases: Most recently, last year, few months ago, 2 weeks ago, in my most recent position…., I led/ worked /participated/ ……
3rd line: Why you are here:
I´m a person who thrives in + situation (a fast paced situation, stressful situation, challenging situations)
other I´m a person who is enthusiastic about + something (learning…. )
I´m looking for an oppurtunity to + verb (apply, further develop)… my + adjective (creative problem solving skills, determination and persistence, communication skills, team-working skills….) at + adjective (an innovative, a fast growing, a prestigious) company like this.
Hope this is helpful. In the next post we will be looking at the questions "What is your greatest strenght"
The follow blogpost is about my top 3 games/activities for Young Learners to encourage speaking in class and prepare students for Cambridge Exams (Starters, Movers, Flyers).
1. I spy with my little eyes…..
This is a classic and works really well with younger kids.
– A student/teacher chooses an object/person from the picture in his/her mind and says something like 'I spy with my little eyes something yellow/something starting with the letter P'.
– Students have to find the object the student/teacher had in mind.
I spy + colour
I spy + description.
This activity can help students prepare for the speaking tasks in which they're asked questions about two of the people or things in the scene picture. 'What this? (Answer: Duck). What colour is it? (Brown). It's great for practising vocabulary and revising colours.
2. Find the picture:
– Divide the students into pairs or teams.
– Give a picture to each team or pair and ask them to look at the pictures and try to remember as much as possible.
– Then get ss to write a description about 1-2 objects/people from each picture (for example: There is a man with yellow trousers, sitting on the bench).
– The teacher collect the pics and turns them around so students can't see them, ss take turns to read out their description.
– The team that remembers the right picture gets the point.
Once thet get the hang of it get students to play in pairs and say their description on the spot.
Exams: This activity can help students prepare for the speaking tasks in which they been asked to put objects card in various locations on the scene. e.g. Put the flower next to the house'. This activity is great for practising prepositions of place.
Give ss a set of pictures and ask them not to show their picture. Students describe what they have in the picture in order to spot the differences, once students have found the differences get them to think of a story based on the pictures they have and share it with in class. I've made the visuals myself, my students loved the pics :). This activity is mostly for Flyers.
For more resources you could use the speaking cards from any Young Learners Cambridge exam.
Exam: This activity can help students prepare for the tasks in which they are asked to describe several differences between two pictures. Also, it can help them with the task in which they have to continue the story.
As I have mentioned in my previous post on writing essays (FCE), check lists work really well with students as they helped them to stay focus and complete the task correctly. So, I have decided to make some more check lists. Hope you find them useful.
I was thinking of a way to get my students (9-10 years old) to formulate their own sentences and at same time have fun. An then I came up with the idea of the caterpillar sentences and they absolutely loved it. 😀😘😎
How to use this idea: Get students tocut down and then stick the caterpillar in their notebooks. Then, get them towrite a word and a sentence using the words from the caterpillar (as seen in the example).