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.
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.
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).
I came up with the idea of using the 'Best Friends Challenge' (as seen in The Tonight Show Starring Jimmy Fallow) with my teens as they are all friends and they hang out together. I have to say that it worked really well and we had quite a lot of fun too 😁😃💛So here's how it works:
How to play:write the following questions in different cards and cut them down. Place them in a box. Student A draws a questions and tries to guess how Student B would have answered the question. Student A and B write the answer down and show their answers with the count of 3. If the answers match they get a point.
1.What’s my favourite colour?
2.What are the place I would like to visit?
3.What’s my favourite food?
4.What’s the food I hate the most?
5.How many minutes do I take to get dressed?
6.What are the things I carry with me all the time?
7.What my favourite subject at school?
8.What my worst subject at school?
9.What annoys me the most?
10. What’s my favourite sport?
11. What’s the craziest thing I have done?
12. What do I usually have for breakfast?
13. What my favourite song at the moment?
14. Where am I going on holiday this Christmas/Easter?
15. What’s my favourite TV show?
16. What do I do in my free time?
17. What’s my favourite kind of sweet?
18. Which is my favourite type of film? Horror, Comedy, Action etc..
19. If I could meet anyone, who would it be?
20. What would I do if I won the lottery?
21. What's my favourite kind of sandwich?
22. What's my favourite hobby?
23. How do I spend my free time?
After finishing the game we worked on fluency. So I asked my students to answer the questions, expand their answers and I recorded them. In that way, I had the chance to listen to the audio again and correct some basic mistakes. To avoid making them feel embarrassed I gave them the corrections in handouts and we practised again. This activity is great for students preparing for exams. You can also get your students to come up with more questions and play the game again 🙂 Click here to download the handout with the questions.
Hey everyone. It's been so many years I wanted to read this book and I've finally started it this week. So here are my notes on Chapter one and some ideas on how to go about it.
Implementing the Lexical Approach by Michael Lewis
What to remember about:
Collocations is the phenomenon whereby certain words co-occur in natural text with great random frequency
Some collocations are more common and co-occur with the same words (fixed collocations) such as make/do a mistake, chase/ miss the bus e.t.c
Some others are not fully fixed but can be filled with a limited number of partner-words.
Fixed expressions and Semi-fixed expressions
Types to take into consideration.
Fixed expressions are rare and many are short, verbless expression in everyday situation Not too bad, thanks
Almost fixed expressions, which permits minimal variation It's/That's not my fault.
Spoken sentences with a simple slot: Could you pass…….. please?
Expressions with a slot which must be filled with a particular kind of slot-filler. Hello. Nice to see you. I haven't seen you + time expression with for or since.
Sentence headswhich can be completed in many ways. What was really interesting/ surprising/annoying was. . . .
More extended frames such as those for a formal letter or the opening paragraphs of an academic paper. For example, There are broadly speaking two views of. . . .
(See page 11)
The significance of Lexis
' Language consists of grammaticalised lexis, not lexicalised grammar' Raf Erzeel, review VVLE Newsletter 3/96
Checklist of some changes in content and methodology:
More attention will be paid to:
Lexis- different kinds of multi-word chunks
Specific language areas not previously standard in many EFL texts
Listening (at lower levels) and reading (at higher levels)
Activities based on L1/L2 comparisons and translations
The use of the dictionary as a resource for active learning
Probable rather than possible English
Organizing learners' notebooks to reveal patterns and aid retrieval
The language which learners may meet outside the classroom
Preparing learners to get maximum benefits from text.
My reaction and how to go about it.
I decided to set the next academic goal and implement this approach in my teaching. First I will draw my students' attention to chunks and also find ways to help learners achieve the three highlighted above (A) talk about what is probable in English and not what is possible (B) organize their notebooks (C) and get maximum benefits from texts.
(A) Organised notebooks:
Encourage learners to write down chunks and avoid writing single words. Example: Instead of writing down the word 'lack', write 'lack of' and common words that follow 'lack of food', lack of money' e.t.c.
The lexical Notebook should be personalised, learners should free to write down lexis that are particularly helpful to them.
Train students to use a dictionary and look up more expressions related with the target word. For example, as seen in Oxford Advance Dictionary,Idioms with lack – not for want/ lack of trying.
Ask them to formulate their own example, it can be personal or something they made up.
Get them to find more examples at home (using the web) or write down more examples.
Give students pre-designed pages to encourage the recording of particular patterns. I am planning to start with the following:
(B) Probable English than possible English:
Take notes when students are speaking; write down common expressions students usually translate from their L1 but don't sound natural in English.
To encourage them do that I adapted the 'Thought-Speech-Bubble from the book (as seen in page 82).
Start of with a discussion related to the topic, a debate or a role play. Write down interesting words,expression or collocations on the whiteboard. Students schematic knowledge will be activate and students learn from one another.
After reading, get students notice patterns,collocations and expression and WRITE them down in their notebook.
Another activity is 'Find the expression that means…..' from the reading texts. In this activity ss work on synonyms and scan the texts to find the answer.
THE IMPORTANCE OF RECORDING AND REVISITING
New lexical items should be recycled by students.We therefore, have to encourage ss to look back and do something with the language they recorded. Make sure you ask questions such as: – What was the word you recorded for……? – Can you put three expression you put in your notebook last week?