ENGUSH IDEAS ICToscanini
CEIP Tomas Ybarra
Casorate Sempione
Sevilla
ITALY
Spain
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Brekkuskoli Akureyri
Island
This collection of ideas for teaching English in primary school has been collated during our Erasmus+ School Partnership "Learn Create and Communicate" 2015-2018.
Co-funded by the Erasmus+ Programme
ofthe European Union
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: Catch me ifyou can! Age group: 10+ Skills to learn: Learning and training the past tense of a group of irregular verbs Materials: Copysheets of any number (here: 30) irregular verbs in present and past tense, scissors, small plastic bags to keep the words in, some carboard, glue/blue tac, flyswats
Description of the activity: The pupils work with 30 verbs that have irregular past tense. First you need to know the words.
You could play: What is the meaning ofthe word? (translate/act); Charades (guess the action);Memory (past-present) 1. Divide the class in two teams. Make a large sheet where the verbs åre written in past tense (picture number 1). Both teams have all the verb-cards in present tense in front of them, upside down. Both teams have their own color. The teacher/one ofthe students reads one ofthe verbs aloud. Both teams try to find the right present tense, one of each team runs to the large sheet and places the verb on the matching past tense. The team that comes first, gets a point - their card reminds on the sheet. The winner is the team with most correct answers. 2. Write the verbs in past/present tense on the whiteboard or place cards with the words on the wall with a blue-tac. Divide the class in two teams and give each team a fly swat. Say the verb in present/past (opposite ofthe word written on the board). One student from each team runs to the
board and try to hit the right form with the fly swat. A fun and noisy activity!
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Made by: Nordre Skole, Viborg, Denmark
Ideas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: Reader's Theater Age group: 8+ Skills to learn: Training oral skills and presentation skills, building up vocabulary
Materials: A story in English, Ipad/mobile phone Description of the activity: The teacher picks up a story that is suitable for the age/skills of the children. The teacher reads the story aloud. Newwords åre written on a carboard/board. Then the students read the story aloud with their sidemate. Together, the class discuss the characters in the story. Who åre they? Where åre they? What do they do? Then the class is divided in groups of 4-5 students in each group. They make a small role play/reader's theater. The play is shown for the class. The teacher could film it and show the films for the class. This is a very motivating activity where all students have an important role to play!
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Made by: Nordre Skole, Viborg, Denmark
/cteas and Activities for Teaching English
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Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: What, when, who, why, how, where and when? Age group: 8+ (the children have to know question words) Skills to learn: asking questions Materials: photos ordifferent items
Description of the activity: This activity can be used as an ice breaker or an oral activity at any time. Bring some photos from your persona! album or find some on the internet. You might choose personal photos, for example photos your family and friends. You could also bring photos of places/cities/countries you have visited - or you can even bring some items into the classroom. Give the students a due, for example "'These åre important to me" or "l have plenty to say about each of these photos, but l need the right questions". Give the students 5 minutes to write down as many questions as they can. Then students start asking questions. If the question matches your answer, you can give the students points - or just answer the question. Variation: - Deal out different photos to students sitting in groups. They can then come to you with a question. You can give points to "right" questions that match your answer. This activity is a fun way to practice making questions. It can also be used as a vocabulary builder when beginning to work on a specific topic.
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Made by: Nordre Skole, Viborg - Denmark
/cteas and Activities for Teaching English
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by (name and class)
m^ m l. What is the name of the book? 2. Who is the author ofthe book? 3. Who is the illustrator?
4. When was the book published? 5. How many pages ĂĽre there?
6. What is the genre of the book (tick):
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l. What is the story about?
2. Where does the story take place (=setting)?
3. Who is the main character? How is she/he/it?
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^-k-fr^ Made by: Nordre Skole, Viborg, Denmark
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Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: The Most Extraordinary Jobs Age group: 12 + Skills to learn: Vocabulary and context, collaboration, expressing opinion
Materials: Copysheets (attached) Description of the activity:
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The idea is to work with words connected to jobs and careers. We always work with this theme on the 6th grade, both in Danish and in English. This works well as a warm-up activity for the theme. •?. Pre task: Pick up words from each of the Extraordinary Jobs - copysheets, that you think your students need to know before working with the activity. 2. Task: Place pictures around in the classroom. In their groups, the students will try to guess the possible titles ofthejobs shown in the pictures. 3. Now give the groups the descriptions of the jobs. The job title is covered with a post-it. The students will read the descriptions and try place the pictures in the right places. 4. Now the students will remove the post-its and see, if they got them right. They read the descriptions once again. 5. Taking turns, the students ask questions about the jobs.
Further work: 1. The groups will try to describe more Extraordinary Jobs and ask the other groups to guess the titles ofthejobs. 2. Copysheet: Quess my job
Made by: Nordre Skole, Viborg - Denmark
Ideas and Activities for Teaching English
The IVIost Extraordinary Jobs
l. Pet Food Tester Yes, it's a thing, and yes it's totally gross. But as the owner of pet food company Huds and Toke, Mark Gooley, says, "Ifyou wouldn't put it in your mouth, don't you dare expect your dog to eatit."
Mr Gooley eats dog food for a Uving. He eats everything from doggie treats and chewy bones to liver mixture.
2. Gumologist A lot of hard work goes into creating the perfect piece of chewy. Just ask Jesse Kiefer, who works as a Gumologist for Cadbury Schweppes.
Kiefer has to get the flavour just right, which isn't easy with some combos like strawberry and lime - which he says don't complement each other that well.
3. Waterslide Tester
n Monday moming definitely seems a lot more enticing if you get to spend yonr working week slipping down water slides. Especially come summer.
And water slides ĂĽre usually placed in massive theme parks. Imagine getting to spend your lunch break on a rollercoaster, and eating a hot dog for lunch.
Working holiday, am I right?
4. Teddy Bear Repair Technician Kids get really emotional about their toys. Remember when your favourite toy lost an arm, or suffered a similar life-threatening injury? It was devastating. But now there's a special technician who can come to the rescue.
The Build-A-Bear Workshops have a Teddy Bear Repair Technician who
Before
After
is hired to repair those much-loved teddy bears and get them back to their cuddly, intact, lovable selves.
5. Snake Milker Snake venom is powerful stuff. It can be tumed into dmgs to treat all kinds ofconditions, including a poisonous snake bite. But some brave soul needs to collect that venom by hĂĽnd. They gently expose the snake's fang and squeeze out the deadlyjuices.
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"The only difference between me and any other company in the world that produces something is that the means ofproduction here can kill you...and wants to," Alabama snake milker Ken Damell says.
6. Laughter therapist They say it takes more muscles to frown than it does to smile. Ifthat's true then a career as a laughter therapist should be an easy ride. In this job a laughter therapist must do their best to make people laugh their way to a better life. Perfect for any budding clowns out there!
7. Paint Watcher You may have heard some people say they'd "rather watch paint dry" than do something they don't want to do. Well, if they really mean it the opportunity is there - studying the drying time and effects ofpaint as a fulltime job for a paiat manufacturer.
8. Dice inspector In the gambling world, millions can be lost at the roll of a faulty dice. With that in mind, thejob ofa dice inspector is an important one, making sure each die is in proportion, with all the right angles and blemish free.
l. Pet Food Tester Yes, it's a thing, and yes it's totally gross.
But as the owner of pet food company Huds and Toke, Mark Gooley, says, "Ifyou wouldn't put it in ybui- mouth, don't you dåré expect yom- dog to eat it."
Ml- Gooley eats dog food for a living. He eats everything from doggie ti-eats and chewy bones to liver mixture.
2. Gumologist -
A Idt of hard work goes into creating the perfect pieceofchewy.
'.
'
'
"
.
Just ask Jesse Kiefer, who works as a Gumologist for Cadbury Schweppes.
Kiefer has to get the flavour just right, which isn't easy wifh some combos like strawberry and lime - which he says don't complement each other that well.
3. Waterslide Tester Monday, morning definitely seems a lot more enticiag if you get to spend your worldng week slippiag down water slides. Especially come summer.
And water slides åre usually placed in massive thejne parks. Imagine .getting to spend your lun&h break on a rollercoaster, and eatmg a hot dog for lunch.
Worlcmg holiday, am I right?
4. Teddy Bear Repair Technician Kids get really emotional about their toys. Remember when your favourite toy lost an arm, or suffered a similar life-threatening injuiy? It was devastating. But now there's a special technician who can come to fhe rescue.
The Build-A-Bear Workshops have a Teddy Bear Repair Technician who is hired to repair those much-loved teddy bears and get them back to theu- cuddly, mfact, lovable selves.
5. Snake Milker Snake venom is powerful stuff. It can be tumed into dmgs to treat all kinds of conditions, includmg a poisonous snake bite. But some brave soul needs to collect that venom by hĂĽnd. They gently expose the snake's fang and squeeze out the deadlyjuices. "The only difference between me and any other company in fhe wodd that produces somethmg is that the means ofproduction here can kill you...and wants to," Alabama snake milker Ken Darnell says.
6. Laughter therapist They say it takes more muscles to fi'own. than it does to smile. Ifthat's true then a career as a laughter therapist should be an easy ride. In this job a laughter therapist must do their best to make people laugh theu- way to a better Ufe. Perfect for any budding clowns out there!
7.PaintWatcher You may have heard some people say they'd "rather watch paint dry" than do'something fhey don't want to do. Well, ifthey really mean it the opportunity is there - studying the drying time and effects ofpaint as a falltime job for a paint manufactiu-er.
8. Dice inspector In the gamblingwodd, millions can belost-at theroll of a faulty dice. With that in mind, the job of a dice inspector is an important one, makiag sure ea-ch die is in proportion, with all the right angles and blemish free.
l. Which job did you find the most extraordinary/usual/exciting/boring/useful? 2. What other extraordinary jobs have you heard of?
3. What kind of person would do things like that for a living? 4. What qualities åre required for each ofthese jobs?
5. Which ofthese jobs would you be able to do? Why? 6. Which of them you would ne ver agree to even if offered lots of money? Why?
Discussion Questions:
l. Which job did you find the most extraordinary/usual/exciting/boring/useful? 2. What other extraordinary jobs have you heard of?
3. What kind of person would do things like that for a living? 4. What qualities åre required for each ofthese jobs?
5. Which ofthese jobs would you be able to do? Why? 6. Which ofthem you would never agree to even if offered lots ofmoney? Why?
Discussion Questions:
l. Which job did you find the most extraordinary/usual/exciting/boring/useful? 2. What other extraordinary jobs have you heard of?
3. What kind of person would do things like that for a living? 4. What qualities åre required for each ofthese jobs?
5. Which ofthese jobs would you be able to do? Why? 6. Which ofthem you would never agree to even if offered lots ofmoney? Why?
Discussion Questions:
l. Which j ob did you find the most extraordinary/usual/exciting/boring/useful? 2. What other extraordinary j obs have you heard of?
3. What kind of person would do things like that for a living? 4. What qualities åre required for each ofthese jobs?
5. Which of these j obs would you be able to do? Why? 6. Which ofthem you would never agree to even if offered lots of money? Why?
Discussion Questions:
l. Which j ob did you find the most extraordinary/usual/exciting/boring/useful? 2. What other extraordinary jobs have you heard of?
3. What kind of person would do things like that for a living? 4. What qualities åre required for each of these j obs?
5. Which ofthese jobs would you be able to do? Why? 6. Which ofthem you would never agree to even ifoffered lots ofmoney? Why?
The Most Extraordinary Jobs
l) JOB: ENGLISH
Your language
gross dare
for a living owner
expect
chewy liver
doggie treats l) JOB:.
ENGLISH
Your language
chewing gum (chewy) flavour
combinations (combos) complement each other to create
i) JOB:.
ENGLISH definitely
Your language
enticing water slides
usually rollercoaster
1) JOB: ENGLISH emotional
suffer life-threatening injury come to the rescue
Cuddly intact
to hire to repair
Your language
The Most ExtraordinaryJobs
5) JOB: ENGLISH
Your language
venom
drugs to treat poisonous
brave
gently fang difference
5) JOB: ENGLISH
Your language
to frown a career
an easy ride
budding clown
7) JOB: ENGLISH
Your language
"rather watch paint dry"
opportunity dryingtime effects manufacturer
B) JOB:,
ENGLISH gambling faulty dice angles important proportion
blemish
Your language
JOBS GUESSING GAME Read out 3 dues about each job and let the children have one guess. If they guess wrong they can't guess again. They get 3 points for guessing right after the first due, 2 after the second and l after the third.
l don't wear a uniform. 3 points
l have to be very strong. 3 points
l have lots of holidays. 2 points
l started doing this when l was a child. 2 points
l work with children. l point
l wear special shoes. l point
My job is.-.teacher
My job is... dancer
My job has very difficult training. 3 points
l make things that people either love or hate. 3 points
Without my uniform l would die. 2 points
l getverydirty hünds doing myjob.2po/"nfø
l go into Space, l point
l am very creative. l point
My job is...astronaut.
My job is...artist.
l studied hard at school and university.
l wear a uniform. 3 points
3 points My work saves people's lives. 2 points
l help people. 2 points
l like to discover new things. l point
l catch criminals. l point
My job is...scientist.
My job is...policeman.
l wear a uniform. 3 points
l studied hard at school and university. 3 points
l keep many people safe in a dangerous situation. 2
l help people. 2 points
l'm always travelling. l point
l work in a hospital. l point
My job is...pilot.
My job is...doctor.
Lots of people want to do my job. 3 points
l want to be rich. 3 points
l can be rich and famous. 2 points
l love the sea. 2 points
l can be lots ofdifferent people. l point
l aften have a pet parrot. l point
My job is.-.actor.
My job is...pirate.
Lots of people want to do my job. 3 points
l wear a uniform. 3 points
l can be rich and famous. 2 points
l save people's lives. 2 points
l am very good at sport, l point
Myjob is very dangerous. l point
My job is...footballer.
My job is.-.firefighter.
Co-funded by the Erasmus+ Programme ofthe European Union
ACTIVITY: "Ten in the bed" - Storytelling and song Age group: Learning year one Skilts to learn: Listening: understanding a story, speaking: singing the song, retelling the story Materials: Storybook and song "Ten in the Bed", cardboard animals, blackboard Description of the activity: Lesson 1: pupils listen to the song twice, the teacher helps them understand it by making hånd gestures (e.g. counting with her/his fingers), pupils start singing along. It is also possible to reenact the song - ten pupils åre sitting on a bench, the song is played, every time in the song one animal is falling out ofthe bed, one pupil is falling offthe bench. The others åre singing along. Lesson 2: A bed is drawn on the blackboard; the teacher presents the animals occurring in the book one after another and "puts them to bed" by repeating the name ofthe animal several times, the pupils repeat after the teacher. Then the teacher reads/tells the story and shows the pictures at least twice, pupils can start speaking along, at the same time two pupils can take the animals out of the bed on the blackboard when they occur in the story. Lesson 3: Repeating the song, then pupils colour and cut out their own animals, they reenact the story with a partner with the cut out animals.
Made by: Blucherschule, Wiesbaden, Germany /deas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: Me and my family Age group: Learning year one/two Skilts to learn: Speaking: presenting one's own family, writing: creating a poster, listening to the presentations ofthe classmates Materials: Pupils need photos oftheirfamily, cardboard Description of the activity: Lesson 1:teacher and pupils gather ideas of how to present themselves and their families: sentences they have already learnt and also some new phrases they might need. The teacher writes them down on a poster so that pupils can look for ideas or spellings when they create their own poster.
Lesson 2: Teacher presents his/her own poster of his/her family, to give an example. Pupils start working on their own presentation. Teacher helps if needed and provides a dictionary. Lesson 3: Pupils practice presenting their poster by themselves, in a second step they present it to a partner who can give them tips, in a third step the pupils present the poster in front of the class. After each presentation the class has the opportunity to ask the presenter questions about his family.
Made by: BIOcherschule, Wiesbaden, Germany Ideas and Activities for Teaching English
Co-funded by the Erasmus+ Programme ofthe European Union
ACTIVITY: Speaking to pen pals via Skype Age group: Learning year two/three Skills to learn: Speaking about oneself, asking others questions aboutthem, understanding native speakers Materials: Skype, Smartboard Description of the activity: The British Council offers with its e-twinning program the opportunity to find pen pals in Britain. Resides writing little letters or e-mails to each other, the teachers can arrange a Skype Call with both classes in their foreign language classroom. The class prepares a little presentation about themselves, the classroom, the school, their day at school and also some questions they can ask the other class.
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Made by: Blucherschule, Wiesbaden, Germany
/deas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: Organising a flea market Age group: Learning yeartwo Skills to learn: Speaking: selling different items, organisation ofthe event, writing posters Materials: Items to sell, a room with tables, paper
Description of the activity: At the end of a unit about toys, the class can organize a little flea market. Therefore, everyone brings toys that they want to sell to school, in pairs the pupils find out the English names for their toys, write little cards with the word and add a prize. With their partner, they can write a poster to advertise their stall. In a next lesson the phrases for selling and buying things ĂĽre repeated or introduced and practiced. Then the other pupils of the same year can come to visit the flea market and buy little toys. (Ideally, the other classes have worked on the same words, so they can use the foreign language). Alternatively, the class can sell crafts or homemade cake and cookies.
Made by: Blucherschule, Wiesbaden, Germany
/cteas and Activities for Teaching English
Co-funded by the Erasmus+ Programme ofthe European Union
ACTIVITY: Top models - presenting clothes Age group: Learning year one/two Skills to learn: Speaking: presenting what someone is wearing Materials: Space to create a "catwalk", old clothes
Description of the activity: After having learnt the words for different pjeces of clothes, the classroom can be transformed into a catwalk. Pupils bring old clothes, hats, jewelry etc., they choose an outfit, then practice describing it with a partner. One or two pupils can be the show masters, to guide the audience (another class, the teacher) through the program. Posters can be written and drawn to advertise the event and decorate the room.
At the day of the show each student walks down the catwalk once or twice and then presents the chosen outfit. Fit students can also present either two outfits or add different accessories to their outfit.
Made by: Blucherschule, Wiesbaden, Germany
/cteas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: How to make a paper boat and a fish Age group: Class 1-3 Skills to learn: Paper origami folding and vocabulary regarding boats, fish and fishing Materiale: Coloured paper to make boat and fish and blue A-4 carton to use as sea to glue the boat and fish on. Links: https://www.voutube.com/watch?v=1wu5oKv4m5s https://www.voutube.com/watch?v=wfCnm5SaXY4
Description of the activity: First you fold the boat according to the instructions on youtube and then the fish. Then you write the following words on the sea with arrows pointing to the rights part on the boat and fish. Boat
Fish
bows
tail
Reel
gills
stem
fin
hull
mouth
deck
eye
aft
scales
anchor
lateral line
Additional activity: Children find books on fishing and write some interesting facts on fishing in their own country.
Made by: Brekkuskoli, Akureyri - lceland
/cteas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
Activity: Old Norse Words in the English Language Age group: Class 4 Skills to learn: To understand that words can travel between countries like folksongs and folktales. The words below came to England with the vikings. Materiels: Words in English and old Norse and other languages e.g. yours.
Description of the activity Find out about how languages have traveled in the world. Find information in books, in the library, or on the web. Make a poster with the ships. The cargo is the words they brought to the land.
WORDS: heathen - heiåinn (one who inhabits the heath or open country) Hell - In Norse mythology, Loki's daughter Hel ruled the underworld
husband-hus (house) + bondi (occupierand tillerofsoil) = husbondi steak - steik (to fry) rotten - rotinn sale - sala
thrall - [iræll (slave) law - lag cake - kaka skill - skil (distinction) saga - saga cast - kasta (to throw) loan-lån (to lend) troll-troll give - gefa yule -jol (a pagan winter solstice feast)
call - kalla (to cry loudly) clip - klippa (to cut)
Made by: Brekkuskoli, Akureyri - lceland
/cfeas and Activities for Teaching English
Consequences game - group story writing Fill in only one part of the story and then fold down the paper and pass it on to the person on your left. (Walt for other students!)
l was walking along Princes Strøet last Saturday, and l met Write name Here,
Fold here
He/she/it was wearing and Fold here
He/she/it was carrying
Fold here
l said,
Fold here
He/she/it said,
Fold here
Andthen
Fold here
Read the story for your classmates
Parts ofthe body A Martian land in your gĂĽrden. You phone a newspaper to report the incident and give a description. Your partner answers the telephone and draws the Martian.
Vocabulary Ears
Arms
Hair
Fingers
Teeth
Chest
Mouth
Stomach
Nose
Legs
Moustache
Shorts
Neck
Feet
Useful expressions He's got.......... /he/she/it hasn't got
Inthe middleof.....
Right/left He'sabout.............. tall
Straight hair/curly hair His legs ĂĽre about............. Lang
Long/short
Fat/thin
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Trash monster-dicethrow and writing. Students create a trashmonster by throwing a dice. First throw determines the body, next the hĂĽnds and so on. The children draw a picture and create a character, including its family and abilities. A great opportunity to create a story.
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Body
HĂĽnds
Feet
Head
Hair
Barrels
glasses
cans
cup
ropes
milk
bone
branches
ti res
leaves
Coffee bag
socks
toothbrush
Pizza box
straw
bottle
candles
Glass bottles
Lid/pot lid
spoon
Egg tray
Toilet rolls
fork
Lightbulb
Cotton buds
telephone
batteries
hairbrush
Wall clock
Grass
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Two
Three
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Co-funded by the Erasmus+ Programme ofthe European Union
ACTIVITY: SPELL IT (Parts of the face) Age group: 6-7 years
Skills to learn: Reading (Letter recognition and matching game) Materials (before the class):
1. Milkcapsules
2. Spelling mats
Description of the activity (in class): 1. Pre-teach or revise the parts of the face, pointing to each in turn and asking "What's this? Test individual pupils at random by saying "Touch your nose, touch your eye, etc." 2. Demonstrate the game to the class. Spread a set of milk caps out, face up. Find the letters that form the words next to the picture and cover each letter of the words with the same milk cap letter one.
3. Pupils can play individually or in group to match their letters to the words. 4. Circulate as they play to monitor and check.
Made by: Isabel Garcia Calero, CEIP Tomas Ybarra, Tomares - Spain
/cteas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: 10 Dinosaurs Age flrøup: 4 years
Skillsto learn: Countfrom 1 to 10 Description ofthe activity: The following two games åre a good opportunity to practice vocabulary and have fun. Game: 1,2,3... Dinosaur!!
1. Children sit in a circle, facing inward. They åre dinosaurs. 2. Choose a child to start the game. This child will be an explorer. 3. The explorer walks around the circle tapping on each player's head and counting 1 , 2, 3, 4, 5, 6, 7, 8, 9, 10...then he/she says: Dinosaur!!
4. The child called "Dinosaur" rises and tries to tag the "explorer", while he/she tries to return to and sit where "dinosaur" had been sitting. 5. If "explorer" succeeds, "dinosaur" becomes the "explorer" and the process begins again. 6. If "dinosaur" tags "explorer", the "dinosaur" may return to his or her previous spot and
the original "explorer" restarts the process.
/cteas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
Game: 1-10 number line 1. Place flashcards of numbers on the floor. 2. Choose two children, each one on each side of the line 3. First, the children walk along the number line of 1-10, counting as they go. 4. Turn round at the end and walk back, counting backwards. 5. Ask a child say a number, e.g. five, the two children jump with feet together along the line and stop on number 4. Ask the child say a different number, e.g. six, the two children go to number 6 6. Practice doing feet together jump, then hop, skip or walk
Made by: Isabel Garcia Calero, CEIP Tomas Ybarra, Tomares-SevilIe, Spain
Ideas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: CLOTHES BINGO Age group: 8-9 years Skills to learn: Listening and talking (What ĂĽre you wearing? l'm wearing a yellow t-shirt) Materials (to be prepared before the class - look at next page): 1. Teacher's baseboard. It consists of 60 fields (12 x 5) 2. Pupil's bingo board. Each pupil's bingo board has 12 fields. Make a photocopy of one pupil's board per pupil. 3. Make 5 photocopies ofthe pupil's board, each on different coloured paper or card (yellow, orange, blue, green and red). Cut each coloured paper up into individual pjeces and keep safely in a small bag or envelope.
Description ofthe activity(in class): 1. Explain any vocabulary and practice pronunciation if necessary. Give out the Bingo boards and ask the pupils to colour each piece of clothes choosing one of the following colours: yellow, orange, blue, green or red.
2. Mix up your bag or envelope of pictures. 3. Each pupil will need a pencil to cross the boxes off. Explain that the game start asking: "What ĂĽre you wearing?". Pupils should be looking at their boards and paying attention. One pupil takes one card out from the box and answers, for example, 'Tm wearing blue boots." The pupils should cross off in pencil the fjeld on their board. Then, you place the card on the corresponding part of your baseboard and continue in this way. 4. Continue asking questions until a pupil says BINGO! The winner must say the words aloud for you to check on your baseboard.
Links: The clothes song
/deas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
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Made by: Isabel Garcia Calero, CEIP Tomas Ybarra, Tomares - Spain
Ideas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: Describing pictures (Rainforest) Age flrøup: 9-10 years
Skills to learn: Speaking Matenals:Ppictures of different rainforests (or any other picture) in size A-4, one A-4 file folder. You can also make the folder with a piece of construction paper.
Description of the activity: 1. Get 1 A-4 file folder or you can make a paper folder with a piece of construction paper. 2. Draw a 3x3 table 3. Gut 9 Windows leaving one side attached 4. Write the numbers 1-9, one number on each of the Windows and the following instruction
(See below) At the top (From left to right)
In the middle (From left to
At the bottom (From left to
Numberl: In the top left hånd corner
right)
right)
Number 2: At the top Number 3: In the top right hånd corner
Number 4: On the left Number 5: In the middle/centre Number 6: On the right
Number 7: In the bottom left hånd corner
Number 8: At the bottom Number 9: In the bottom right hånd corner
Place the picture inside the folder. 5. Flip each window from 1 to 9 and describe what you can see
/cteas and Activities for Teaching English
Co-funded by the Erasmus+ Programme ofthe European Union
At the top
In the top righthĂĽnd corner
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Made by: Isabel Garcia Calero, CEIP Tomas Ybarra, Tomares-Spain
/cteas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: MY EMOJI BOOK (Feelings) Age flrøup: 9-10 years
Skills to learn: Writing and speaking about feelings Materials: Paper A-5 Buckets or something rounded
Description of the activity (in class): 1. Talk about feelings. For example: What's the matter? / How do you feel? l'm (nervous) /1 feel nervous.
Why ĂĽre you (nervous)? / What makes you feel (nervous)? (Tests) make me feel nervous 2. Draw emojis related to different feelings: nervous, excited, worried, relaxed, tired, bored, angry, scared, happy, etc.
/cteas and Activities for Teaching English
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3. Express actions connected to emotions. Then, write about feelings.
"My name is Victoria."
"When my cousin goes on a trip and it takes a lot, it makes me feel sad."
/deas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
"Playing and singing make me feel very happy."
"When l walk in the dark it makes nervous and scared."
Ideas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
"When l wake up very early, l feel tired."
"When l have an exam and l do not know anything, l feel worried."
Made by: Isabel Garcia Calero, CEIP Tomas Ybarra, Tomares-Seville, Spain
Ideas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: Independent revision ofspelling or phonics Age group: 7-8 years old Skills to learn: Phonic or spelling patterns Materials: Phonic worksheets, spelling or phonic board games, iPads for interactive reading and
phonic games (Headsprout) Links: https://www.headsprout.com/ https://www.phonicsplay.co.uk/SoundStimuli.html
Description of the activity: 'Pensil Prysur' or 'The Pencil Corner' is an area in the class for the revision of phonic patterns or spelling. New spelling words with a specific phonic pattern ĂĽre given to the children each week. The provision in The Pencil Corner is changed every week to match the spelling pattern. For example, one week the phonic pattern was 'ai' words, the phonic games, worksheets and iPad games were for the revision of that letter blend. There ĂĽre four tasks each week that the children have to complete. Every child visits this corner each day either during the English Language lesson or in the afternoon.
Made by: Carwen Roberts, Ysgol Morfa Rhianedd, Wales
/cteas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: Labelling body parts Age group: Year 1 and 2 Skills to learn: understand different types ofwriting e.g labelling Materials: Fabric Skeleton, book on the body, chalks for outside activity. Links: http://www.twinkl.co.uk/resource/t-sc-186-top-IO-ksl^human-body-activitv-pack
https://www.youtube.com/watch?v=e54m6XOpRgU
Description of the activity: • Cutting out and placing the tabels in the correct place. • Using chalk to make an outline on the floor and labelling with a partner. • Labelling a felt skeleton with sticky notes.
Photos
Made by: K Pritchard, Ysgol Morfa Rhianedd, Llandudno, Wales
/cteas and Activities for Teaching English
Co-funded by the Erasmus+ Programme ofthe European Union
ACTIVITY: Phonics lesson Age group: Reception and Year 1 (4-6) Skills to learn: Phonics - apply the following reading strategies with support: phonic strategies to decode simple words Materials: Twinkl worksheets and Jolly Phonics. Links: http://www.twinkl.co.uk/resource/t-l-5075-new-phase-2-to-4-letters-and-sounds-formation-
worksheets-pack Description ofthe activity: Phase 2 to 4 Letters and Sounds Formation Activity Sheets Pack Photos:
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Made by: S Pritchard, Ysgol Morfa Rhianedd, Llandudno, Wales
/deas and Activities for Teaching English
Co-funded by the Erasmus+ Programme ofthe European Union
ACTIVITY: Age group: 8-10 years old Skills to learn: How to write an interesting, descriptive story opening. Materials: DASH? letters displayed on wall, whiteboards to model and develop sentences.
Links:
Description of the activity: Use the DASH? philosophy to encourage pupils to create descriptive and exciting story openers. By following this structure, children develop the skills to use adjectives, similes and idioms in their work. Encourage pupils to perform their openers to the whole class, and encourage questioning e.g. What do you thinkwill happen next? etc
What Is a DASH Paragraph? Uslng DASH cam h.elp you to matze your paragraphs really excltlng to hook your reader in and make them want to read on. DASH paragraphs can help to add tenslon, atrnosphere and su.spense to your wrltlng. Each sentence In a DAS H paragraph needs to follow thls patterr-i... Oescriotion 1- Describe the setting using ambitious adjectives. Action. 2- Mabe something exciting kappen!
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/deas and Activities for Teaching English
Co-funded by the Erasmus+ Programme ofthe European Union
Examining the Features
of a DASH Paragraph As she peered through the hazy atmosphere, an allen city could be seen lurfelng behlnd the clouds of dust. Hordes pfstrange, unfamiliar creatures busled themselves wlthin the labyrlnth of streets; some drivlng bizarre and unusual vehlcles, and others hurrylng towards unbnown locatlons. "What have wejustfound? What ĂĽre those creatures?" gasped
Alice as she jbeated on her galactlc dlscovery with endless questlons whlrrlng in her rnlnd. Each second she stared with fascination revealed new details and peculianties, and made her cunoslty grow biggerand blgger.
Had these maqnlftcent belnos alwaus lived here on Planet Yud? <AAA<^AAA/
Made by: Gwil Prydderch, Ysgol Morfa Rhianedd, Llandudno, Wales
/cteas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: Age group: 9-11 years old Skills to learn: Colour an example of a genre using Big Writing's technique; wow words (adjectives) openers (beginning ofeach sentence) punctuation connectives
Materials: Example of genre, special glasses, thesauruses, magnifying glass. Links:
Description ofthe activity: Pupils will receive an example of a genre that they will be working on during the week from the teacher. This will show the standard of the work that's expected from them at the end of the week during the 'Big Writing Session'. Read the model/example as a whole class or ask different pupils/group to read to the rest ofthe class. The teacher should ask the pupils to find wow words (adjectives) and ask what they mean. Plenty of praising during this part as it will encourage them to answer voluntarily. Continue the discussion by asking aboutthe openers etc.
Independently, the pupils will then use their special glasses and/or magnifying glasses to read the model/example and colour it using the colours above. Pupils can then swap books and check each other's work. Each pupil's work should be very
colourful! r|Tu;<ignlse wow wordt, idlonu, optnerl, punctumion an
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6tSF Mr. W.lly Wonka, I-wnwiUng to you because I would love to visit your magmfjcent^uincaly and multicoloutd chocolatc factory. Tliert+Mw d<ubt thot r love your mouth. j^tuing chocolatc bors, ^.rilish thc one bor r get a yuir. Most-Mrtfllnly; t takes me days to cat thc jouufcepping pjece of milhy. hcavenl MywfaQWamafsave thelr money just so f con Taste one af your delicious chocotate bar^ ^« -WDirf^nokccn excellent team togethcr. don't you think? I mn nwimyoi^-t am yoir btggest fanj»*d I can't stop thinking about your imprasaivc, factor/. In bed I always dnomflbouT coming to your chocolate foctoryg tOUld Hwke bars together ond taste them. Wewuld set W It would t< totte buds, If you gove me onc of your rccipu j( would keep it secret< for all ol Iht pcople »hat buy your chocokitc ban In thc ihopi. have a pw'*" bcuust togcthtr—oiuld nukc different wuunl i jyrq ^•etuld.be fomoiu enough to 90 in mojuiiMmul n^wspnpu-s. Iwalk post yow diocolate factor/ ptop and staf nt lt,i) .and It (llls my lungs wlth chocolate)' •ttyit you will give »nc an
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Made by: Sioned Alaw Sajko, Ysgol Morfa Rhianedd, Llandudno, Wales
Ideas and Activities for Teaching English
Co-funded by the Erasmus+ Programme ofthe European Union
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BYDSI - recognise wow words, idioms, openers, punc+ua+ion and connec+ives.
LLEW - use your magic hat and your special glasses +o colour +he following; wow words punc+ua+ion openers connec+ives
Charlie Bucket Pleasant S+reet, London,
CH34T/ Mr. Willy Wonka l Chocola+e Avenue, Cocoa shire,
CHO 3EE Dear Mr. Willy Wonka, I am wri+ing +o you because I would love +o visit your magnificent, unreal, and mul+icoloured chocola+e fac+ory. There is no doubt +ha+ I love your mou+h-wa+ering chocola+e bars, I relish +he one bar I ge+ a year. Most cer+ainly, i+ takes me days +o
ea+ +he jaw dropping piece of milky, heaven! My whole family save their money just so I con taste one of your delicious chocola+e bars. We would make an excellent team toge+her, don't you think? I can assure you, I am your' biggest fan and I can't s+op thinking about your impressive, phenomenal fac+ory. In bed I always dream about coming +o your chocola+e fac+ory. We could make bars toge+her and taste +hem. We could see if i+ would tan+alise our +as+e buds. If you gave me one of your recipes I would keep i+ secret.
For all of +he people +ha+ buy your chocola+e bars in +he shops +hey would have a surprise because toge+her we could make different seasonal chocola+e bars. We could be famous enough +o go in magazmes and newspapers. Every day I walk pas+
your chocola+e fac+ory I s+op and s+are a+ i+. I take a deep brea+h and it fills my lungs wi+h chocola+e.
I really do hope +ha+ you will give me an oppor+uni+y +o come and visit your magnificent, ou+s+anding, excep+ional foc+ory. Most cer+ainly, i+ would be o dream come true and I would be forever gr'a+eful. Yours sincerely, ^.'Sw^et
Charlie Bucket Ideas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
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BYOSI - recognise wow words, idioms, openers, punc+ua+ion and connec+ives.
LLEW - use your magic hat and your special glasses +o colour +he following; wow words punctua+ion openers connec+ives
Iharlieiucket leasant @+ree+, london,
|34B jr.B|illy^onka l flhocola+e Bvenue, |coa shire,
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lonkc would love +o visit 'our chocola+e fac+ory|
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fac+oryrM^^^^^^B i+ would be a dream come true ^B B would be forever
harlie jucket
/deas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: The Alphabet Age group: 10-11 years Skills to learn: Problem solving, know-how, communication
Materials: A ball
Description of the activity: Students will learn the alphabet fluently. Students throw a ball to their classmate. At the beginning they throw it to the classmate they åre close to and say a letter of the alphabet. When they have finished the first round, they start the second round. Now they can throw the ball to a friend they want to. Every time a student catches the ball, he or she has to say a letter
ofthe alphabet. Then girls throwthe ball to girls or boys to boys. Students åre able to repeat the alphabet many times during a lesson and in the end they learn it fluently.
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< yz i Made by: Mrs Loprieno Claudia, IC-Toscanini, Italy
/cteas and Activities for Teaching English
••
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: The River and its protection Age group: 8-9 years Skills to learn: ITC-skills; new vocabulary (also writing them); communication Materiale: Lim, atlas, nomenclature tables, vocabulary, cd player Description of the activity: At the beginning students åre given an atlas or nomenclature table in English. Through its consultation, pupils can look for and find the the parts of a river and its definitions. Then the pupils can build a river in 3D and look for the parts in it. Later, pupils can create, through the applied Plickers, a quiz to be given to other schoolmates. This way you use the "Flipped classroom" method.
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Ideas and Activities for Teaching English
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Co-funded by the Erasmus+ Programme ofthe European Union
Made by: Alessandra Maria Carrozzini, IC-Toscanini,Casorate Sempione, Italy
/rfeas and Activities for Teaching English
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: "TIME TABLES AT THE SUPERMARKET" Age group: 8/9 years old Skilts to learn: - count without touching each singular item: using time tables in everyday life (l've done the six
time table) -solving problems using time tables -use in a right way words about food, numbers (also writing them) -communicate with structures learnt during previous years. Materials: different kind of packaged food (in group of six items: eggs, biscuits...), flashcards to reorder (made by the teacher) with number (0, 6, 12, 18...) and corresponding word (six, twelve, eighteen...), some posters that reproduce the activity (we need them to put on the stairs counting six steps per time), time tables worksheets.
Description ofthe activity. A problem to salve: how could we know how many...packs of...we'll need ifwewant to cook... (everything you want)?
In another classroom the teacher prepares food like in a supermarket, children get inside and look (most offood is packaged in group of six items). They learn the importance of time tables: they can't open all the pack to count each item.
Let's check if it works: open a pack of biscuits and count!! Then find the right math operation. Children express their ideas and cooperate. First with the teacher's help then alone, they repeat the correct form of: "one times six equals six, two times six equals twelve..."
Co-funded by the Erasmus+ Programme of the European Union
l Give a number to each children: they put in the right order the results. The others students check.
On the stairs, counting six step each poster and sticking it, we understand the grown of quantity, and we repeat the six time table
Co-funded by the Erasmus+ Programme of the European Union
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In our classroom we think about the activities made and do some nice worksheets
jaunius an 2 r*ns or iBOli. maE «M i IBO«" " °" ">u HCW MAHt tSCUKI AJtE THOU?
At the end: the test. Made by: Arianna Fabiana Frascoli, IC Toscanini, Italy
Co-funded by the Erasmus+ Programme of the European Union
ACTIVITY: PacketofSpaghetti Age group: 11-12 Skills to learn: Answerthe questions correctly
Materials: A packet of spaghetti / a blackboard
Description of the activity: The teacher enters the classroom with a packet of spaghetti. Every student says a number between 1 and 10 and the teacher writes the number on the blackboard next to the student's name. The number chosen by the student corresponds to the number of questions that will be asked by the teacher. For every correct answer the student receives a "spaghetto". The teacher can choose how
difficult the question must be depending on the ability ofthe student. The teacher may also decide if the answer must be a full sentence or only the information required. This activity is a good way to practice short answers even at a basic level. The teacher can repeat the activity as many times as he/she likes, just to make sure that the students åre improving in answering in the best possible way, which only practice can teach. With the passing of time questions can become more and more complicated. The teacher may complete a chart with the students to show them how they åre improving.
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Made by: Maria Frassati, IC Toscanini, Italy
Ideas and Activities for Teaching English