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CCC Activity Box PDF

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Gabriel Onofras
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74 views121 pages

CCC Activity Box PDF

Uploaded by

Gabriel Onofras
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
ee www wal “ae ee eee INTRODUCTION —OTIMITY Introduction This book hos been written for teachers of students in the 11-14 age range, especially ~ Is this hook for me? jet Rew to the profession of new to this particular age range. There is no such hing os, either, « typical teacher, ora ypical student, is, therefre, highly unlikely that every single one of the 55 activities included will be instantly appropriate for every leacher in every classroom setting, Instead, you will find a spread of activities ‘extending from the ried and trusted, more hracitional games (Noughts and Crosses and Dominoes, for example} to others which are more unusual; a spread which, itis hoped, will provide o mixture of reassuronce and challenge. z z f "The book is meant fo augment rather than supplant an existing coursebook. Your What is this coursebeok is probably providing your pedagogic ‘main meat’, whereas Activiy Boxis" hagk for? a useful supplier of 'trlers, ‘snacks’ ond “desserts K fore ‘The activities provide oppoctunities for students to work as individuals, pois, small What kinds of groups, teams and as a whole class. Any acy for his age range hos o ake group ‘iti 9 Gieurce arwelcepelogogiecononintocrcounOncefyox paneyamemign SUtivities are there? {vst os easily be 10 foster co-operation os to teach he present simple. The cetivities range in longth from ton minutes to projects spread over three or four How long are the lessons. There are clo some ongoing activities which take a Few minutes om every « lesson Some ofthe acute ore designed toforber skis work sone provide procice | Activities and what ina specific grammar point while others encourage fluency. All he cctvities develop are they for? ‘reas other than the purely linguistic. Some develop co-operation, olners competition. Some depend on memory or concentration, some are datigned to develop good learning skategies, while cthors provide the opportunity to have 0 good laugh. tis impertant lo remember that we are nat just eachers of English, we ore teachers of ‘young, impressionable people. Any activity we bring into the classroom will, inevitably, carry @ hidden agenda o¢ an odlditional benefit other than is linguistic content. This, additional benefits mentioned at he start oF every activity and highlighted in the map of the book on poges wil Whot all she activitios have in common is an elenient of fun, play or challenge. This may involve problem solving, physical activity, display or competition; all of which are ‘elements which can help fo held the intrest ofthis age range. ‘Almost ol he activites can be used wit large classes; suggestions on how toorgonise What kind of class portcularly large groups are given within the activities themselves. Some of the activities ‘wilbenet om Ll intodcions ends isindicted whenever appropriate. However, ais CN Tuse the book possible to use only English for explanations although it must be appreciated that with with? lower levels, such as beginner ond elementary classes, ths will slow down ihe actly. The book was writen with monelingual groups in mind, lrgely beccuse my own experiences have been primarily inthis environment. However, many ofthe activities have been used : with multilingual groups, too. You are advised to adjust he suggested timing if you ore working with a mutilingual groupe; edd a ile ime for explanat on ond introductions. INTRODUCTION Are the activities for special age groups? * How is the book divided? ‘None of the activities is tied to a specific age. This is because levels of maturity can differ 20 enormously beth frem culture to culture, and alzo within a single culture. Some young people will be happy to draw and colour until the age of 14, others will consider itn insult, Some 11-year-olds can handle the honesty required fo discuss heir feelings about ‘a piece of music, while some groups of I-yearolds will reat the whole idea as « joke. Wherever an acivity would suit a more, or less, sophisticated group, this has been indicated. Ulimotely only you, he class teccher, can decide whether the class has the oppropriate level of maturity o enjoy particular activi These are eight sections in the book SECTION 1: GETTING TO KNOW YOU : Includes activities which con be used as ice breakers and warmers a the stort ofa course. Nemelearning acivilies are, of course, included, but there are cso activities which can assist diognostic assessment, others which ore linked with learner taining ‘and others which are designed to develop rapport and understanding between the teacher and the class. ‘SECTION 2. LETTERS AND NUMBERS Deals wit the alphabet and basic numeracy and will probably be of greatest use fo teachers of students from countries where the Roman alphabet is nat standard. Some cctivites, such as Fraction dominees {2.3} ond Running ireasee hunt (2.7) can be adapied to other concepts, SECTION 3: SPELLING ANO PRONUNCIATION Includes activites which check or reinforce spelling, and which encourage shuderis to check their own progress and moke their own sound associations with words, Please note thal earlain pronunciation activities are based on UK received pronunciation, Teachers of Antipodean or North American varieties, in particular, may have to aller the materials slightly to fithe's own variely of English SECTION 4: VOCABULARY AND MEANING Deols primarily wih meaning although there is, inevitably, an overtop with the previous secon, Examples ore provided with most of he octvities, but you ore encouraged to adapt the basic idea to suit the level ofthe class. For example, Patdhworking (4.1) is illustrated with on examole pitched at on advanced level, but the activity itself can work well with elementary classes ifthe questions are simpliied and deol with kasic vocabulary rather than prefixes and suffixes, SECTION 5: WRITING ACTIVITIES. Provides opportunities for students to write both subjectively and objectively, for real and imegined readers. In some cases the aim ofthe activity is lvency, in others accuracy. Sometimes students write alone, sametimes they writa in teams. Note tha! sections 2,3 cond 8 also include writing activities; you should not fee! thet this section clone provides the only opportunity. a fa nm am Tm mm PMT PP Pee mm” & OH aww Wo a Ww daw wi Pon Ww we aw eee ee bd vd INTRODUCTION SECTION 6: GRAMMAR ACTIVITIES .~ Focuses on poinis of grammar. In each case a specific grammar point is being practised cond in many subliminal ciling is taking place without students realising, Gidwork (6-2) is extremely flexible and can be adapted for a large range of finite grammar points. SECTION 7: CONTROLLED COMMUNICATION ACTIVITIES Offers a range of cctivites in which the context of each activity contvols the language being used. So, although here is opportunity for freer fluency work, most ofthe language used will be in the forge! struclure using lexis which you can preteach, SECTION 8: LONGER PROJECTS Differs from the previous section in that you conno! predict or contral he language output in any way. Students will eespond according to their own divarse views and belies, Some of the written oclivtios can bo edited and refined ot a loter stage but, largely, students will be using lenguage which they already have in their possession and asking for new words os the need to use them orises. The activities inthis section give students @ chance to use English fluently ond imaginatively and to express their own views. ‘About half the activities are accompanied by one or more photocopiable resource Can | photocopy the pages. Wherever possible, you shoul consider the possibiliy of mounting revsoble_etivitigg? copies on card and protecting them with, either, laminate (expensive) or adhesive dear . plosic (elatvely inexpensive. The effort made ot this stage will pay off subsequently os Photocopying costs, ime ard labour willbe reduced in future, In sore cases you may prefer to copy the pholocopioble page onto an OH? transparency; this again, will reduce photocopying costs. If moking large numbers of photocopies is unavoidable, then consider using the reduce focity found on modern photocopier; you will get hvice as ‘many smaller copies from an Ad sheet of poper. Suggestions for reducing the amount of photocopying ore given whenever appropriate. In most cases, the pholocopiable pages are meant fo be adapted. If any language Can | change the inappropriate for your class, but the activity ial is useful, simply white out ‘1 m sing Wp corecing hid ond substi wih someting mare relevenrio _ acllvitles to seit your class, my dass? The age range of pre-and early eens has ils own particular joys ond rewardsos wells How will this book its own prablems. Your sudenls are atan ege where physical appearance may wellbe ely me? deceptive; hey Icok lke young eduls, bt sill act like children. Thoie sonse of humour P trey strike you os cruel or silly ot imes ond their atteniion span can be extremely shor unless interes is genuine, However thsi the age range wiich con surprise you the most cand, if interest is caught, stents ofthis age can be fred with enthusicsm. The actives in this book wil, Thope, help to emphasise the rewards ofthis stimulating age group and provide you and your students with productive and rewarding fun! GETTING TO KNOW YOU 5 Class diaries mom Preparation =~ b Moke a copy of he Cass diaries poster forthe class. Enlargeit io AS size, if possible. i oF sick he poster na prominent place nar the front ofthe gbom. E = In dass : c Who's itfor? 1 Twenty minutes From the end of your fist lesson, show the class the poster. Tel studen's > Aylee| bl teeatowilbemae that poster ike this willbe « record of what they accomplish in clase ond ther feelings £ , about their work; each poster covers five lessons. Make the entries forthe frst lesson ‘thearsine eh, sel bln her lessons oak one dent eas the quosons ond wt he c - information he obher members of the class provide on the poster. Ask a dlferent student todo the writing eoch lesson. t How long? 2 Write the nome of the class, their coursebook and your nome in the spaces provided. & 15 minutes when ovine he ciny: Th. och the closs about tho octvitos inthe lescon. Lower level classes can simply 35 minutesottheendcleahlesot, provide page and exercise numbers; higher level classes can suggest skills which they e nc he ain ee have used; mature classes may mention allective oreas, such as feamwork of confidence bbullding; he informotion they give you record in the What dd we do? space. You can & = also record new vocabulary here if you wish ft How many? 3 Ask or the class's opinion about he lesson. Find out how many students found it easy: - dy cls se they can indicate this with a show of hands. If you have a mature class, you could ask £ whether students enjoyed the lesson, Record their opinion in the space provided. This : = could simply be « number, eg 20/30 easy, or a smiling, neutral or frowning face. & What sit for? 4. Ask ifthere is ony homework for the lesson. Record the information in the Homework a lee breaking, geting ond acing spore, & & ima i lg bsing, 3. Checkthe grid atthe boom of the postr with he class, Look at the Ist of activ pes odie ‘and get students to tal you which things they did inthe lesson. Use ticks for actives which e Speaking ea tock place in the lesson and crosses for those which did not. Again, each poster covers five lessons. I necessary for lowes levels, use mime or LI in the fist two or three lessons i = to make dear the diferent activities. You wil soon be cble fo use their English names. 7 longuageneaded? Advice e ee you alt, Cin oops ‘hat, Wir dd ede? Whorshe TH doy provides rough space for five lessons Renamer change the lesson & swmbers in any furher copies. You may wish to correct each completed poster before Ne ene {you pina new one on top E ‘amo duston cio, Younger, less able, students will need a litle help with the diary forthe first two or three & sae lessons. Keep enlries brief for them (perhaps, only page or exercise numbers} and allow citle longer for completion of the poster. & The diary isa useful tol in mony woys. Inthe fire lesson students find out about the t types of activity which con occur in language lessons. Atthe end of each lesson the diary serves as a brief setiling activity; it makes students reflect on what they have just E done, Itclso provides a final speaking, listening ond wing activity forthe lesson. The final poster of your course should have a written contribution from every student; this can e serve 0s an ongoing record of their standard of writing and spelling. Siudents who miss . lessons should be encouraged Io read the poster lo find out what they missed. & e rs , at ep expo uioxs fapyngo30% ‘Aedoj03 woyppunvord ‘opnpund souoB Guyiads ‘Bup|oeds Buwiassit Baw, eop em pip UM A € wossa} Z uosse} | Uosse] lass diaries poster jaipoa, ~~ sone eS “renee APMP PMO MM Reha > From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 GETTING TO KNOW YOU m= Who's it for? ‘nermedinn tudes, butt con be nfpte for vse of cry eve. = How long? ‘The example provided wl oke forty rites papain nthe od fhe ean, = How many? Suitobi fos og cases but the Feedbock Shou be given win se gsi there 20+ suds cs, wih eocesmeir,nslee doses the eth cal be coed throu te ea = What's it for? ‘king ging inom out orl some be, = Language needed? ‘Wh questions on inetd cuss; ‘homes; oges; arse from wen to spe ingyen om ist person oid psn. I'd like you to meet ve Preparation - Make a copy of the Fd like you to meet ... questionnaire for each student. Indass 1 Give out the questionnaires and revise the question forms needed! fo complete them; do this on the board if necessary. When everybody feels confident with the questions, divide the class into poirs _ 2 Give students a realistic omount of ime to ask questions, answer and record the onswers. : 3. When the fime is up, oak each student fe inkroduce their poriner to the class, to another student o fo their group using the noles in their completed questionnaire. Advice ? Before feedback begins, tell the class that there will be a [Link] the information they hear; this will discourage students’ attention from wandering, This means thal you should "take notes while monitoring the feedback. ltis not advisable to use this activity with classes of over thirty students, os the feedback can take too long. Do not use this activity to present forthe first time question forms, the thd person or any * other grammor needed to carry out the activity the personal information wil get lost in the explanation of the grammar. Use only the fanguage which students have mel before; 1his will give you the opportunity to diagnose how wel hey use il and whether or not remodial work is needed. e 3 3 I'd like you to meet ... questionnaires aa TY egy a a 3 3 3 3 3 Favourite music: | Zavouite music: a . 3 ‘Whet makes you laugh: Wha! makes you laugh: a a Most embarassing moment tos embossing moment 3 3 Hopes for the future: ‘Hopes for the fulure: 3 a 3 3 a a a a a Favourite music: Favourite music: a 4 Wheat makes you ough What makes you laugh: a a ‘Most embarrassing moment: ‘Most embarrassing moment a a 3 Hopes forthe future Hopes forthe futur a 2 iw From ACTIVITY BOX by Jean Greenwood © Cambridge University Press 1997 zy GETTING TO KNOW YOU goa = Who's it for? ener vers od bove wt ‘knoe thei dates ef bin, = * How long? xan of 0 ies wi lage cls. m How many? ‘ay css sie, mm What's it for? fing on caiegif onan cont ges; dvlping pert ond egos sti. = Language needed? Hoot you? han your Sih, Wen wee yo bo, mos; dso; all ube en ++ moth et. Birthday line-up Preparation - ‘Make a copy of the Birthday line-up worksheet for each student. In class 1 Give outthe photocopies. Ask students to write atthe top ofthe poper the date oftheir birthday and the year in which they were born 2. Solect five students and bring them to the front ofthe class, Ask them When is your bidhday? The other students have fo listen tothe information (without wring anything} ‘ond then arrange the five students in order; the student with the birthday which i earliest inthe yeor goes on the left. 3. Students laave ther seals and mingle. They ask each other for ther binthdoys [day ond month only) ond record the information on their photocopies. A When students have found out everyone's birthdoy, they arrange themselves in a line; the student withthe birthday which is earliest on the left. Get them to use the information on the worksheet fo tell each other where to stand. Check that students are standing in the correct order; ge! everyone, in tuen, to say their birthday again. Make a record yourself so that no birthdays ore left unacknowledged during the course. Extension __ A second line could be formed according to age. For his activity students will need to iknow the year in which they were born as well as the day ond the month; hey should alto be able to use the construction When were you born? You should end up with a line-up of students which hes the oldest on the left and the youngest on the right. This lin could then be used for some simple comparative work, eg X is older than Y, Yis younger than Z. Advice Higher level classes can do the activity without the worksheet Do not get involved in leaching the structure When were you bon? grammatically. Students will get confused by the passive woice. Teach i as a whole phrase. Arabicsoeaking sidents may nol be able fo el you their data of bith according to the Gregorian calendor and may be vague about their age. Arabicspeaking parents tend lo 12 thot a child is wo once they hove enlered their secone! year o life. is, erelore,