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NAME THE WORLD IS YOURS! ACTIVITY OBJECTIVE Raise awareness of usefulness of the subject in real life SUBJECT/FIEL Languages and Geography D OF STUDY AGE GROUP OR LEVEL PROCEDURE

Teenagers, adults, Intermediate/Advanced

- Option 1: Students prepare a webquest about a destination for their classmates : http://www.its-teachers.com/destinations/default.asp

Destinations: Special features on English-speaking countries around the world: New York, Second Life, Wales, Northern Island, Australia, Canada, Scotland, Malta, New Zealand

Option 2: Prepare a brochure on one of the countries and suggest a seven-day travel itinerary. They then present it their classmates and choose the best destination.


REFERENCE

http://www.its-teachers.com/destinations/default.asp SPAIN

Learning Styles: Good for active and sensor students


TEMPLATE PRESENTATION OF ACTIVITIES

NAME Phrasals and Paper balls ACTIVITY OBJECTIVE To practice phrasal verbs through conversation SUBJECT/FIEL ENGLISH D OF STUDY LEVEL 3/4 AGE GROUP OR LEVEL PROCEDURE 1. Write one sentence in a sheet or piece of paper (use recycled paper) 2. Make a ball out of each sheet of paper and put them in a box/tray. 3. The teacher goes round the class with the box/tray and each student gets one ball. 4. Students go round the class and read the sentence in the paper ball to another student. 5. Both students start a mini conversation (1 or 2 minutes) to show they both understand the meaning of the phrasal verb in the sentence. REFERENCE SPAIN Learning Styles: good for active, sensor and verbal students. SENTENCES 1. We’ve decided to go away for a long weekend. 2. I don’t like getting up early in the morning. 3. Why didn’t you go back to London? 4. What time are you picking me up? 5. Do you think the price of flats will go up? 6. Why are we setting off so early? 7. Why did you wait so long to put out the cigarette? 8. Why did you put on that dress? 9. Are you going out tonight? 10. Is the film still on? 11. How did you find that out? 12. It’s a bit dark in here. Shall I turn the light on? 13. Put a clean shirt on before dinner; please. 14. You can’t go on lying to him. 15. The bus was so full that we couldn’t even get on it. 16. My next-door neighbour and I don’t get on at all. 17. Do you get on with all the people you work with? 18. Apparently the flight didn’t take off at all. 19. Do you mind If I take off my shoes? 20. Why don’t you take your coat off?


21. Why did you throw my shoes away? 22. If the music was too loud for you, why didn’t you ask me to turn it down? 23. Why are you late? Did the bus break down? 24. I ran out of petrol in the middle on the motorway. 25. Who is looking after the apartment while Amy is away? 26. Are you looking forward to the wedding? 27. I woke up at 5 am yesterday. 28. I’m looking for my watch. 29. Why don’t you try on these shoes? 30. Why didn’t you call me back?


NAME CULTURAL EXCHANGE ON-LINE ACTIVITY OBJECTIVE Meaningful learning SUBJECT/FIEL Any D OF STUDY Cultural differences and similarities AGE GROUP OR LEVEL PROCEDURE Students prepare questions to ask someone from a different country. Then the foreign teacher prepares a speech-dialogue to answer the questions. Internet live connection to answer the students’ questions and have the exchange. Short intervention 10-15’ (longer if it works!!)

Feedback from students (teachers write a summary with the conclusionslittle questionnaire for the students) REFERENCE

Number of questions. GREECE, PORTUGAL


NAME ACTIVITY OBJECTIVE SUBJECT/FIEL D OF STUDY

PAST HABITS Meaningful learning Any past habit Level 3/4

AGE GROUP OR LEVEL PROCEDURE

1. The teacher asks the students: "When you were a child, what games did you like playing? Who did you play with?" (Learners may talk in pairs or small groups, or to the teacher). 2. The teacher gives out the short text below and says: "Read this short text. What game did Mario play? Who did he play with?" Mario: I have very happy memories of being a child. We used to play football nearly every night after school. It was great. My parents hardly ever saw me! I used to go to my friend Carlo's house and play in his garden. Sometimes he came to my house and when he did my mum used to make cakes for us.

3. The teacher checks the answers to the questions set above and then asks the learners to work in pairs to answer the following questions: What phrase means `this happened in the past but not now`? Underline all the examples of this phrase that you can find. What sort of word is the phrase followed by? Does Mario still play football every night? Did he play football once or many times? Complete the rule: _____1____ to + ____2____ expresses a past ____3____ which is not done now. (1. used; 2. infinitive; 3. habit) 4. The teacher moves around the room and helps where necessary. (S)He then confirms the answer with the whole class and explains any difficulties. The short text provides a context for the language . The teacher supplies the examples of natural language use and provides a framework for the learners to guide their activity. However, to a large extent the learners have to process the language to work out the rule - hopfully leading to better assimilation than if they had simply been told the pattern and its associated meaning. REFERENCE

Peter Watkins, "Learning to Teach English"


ROMANIA Greece

RATING

5-The students loved going around the class getting the information they needed, they pretended they were in a museum! Tip: prepare a grid/some activities so that the students know what information they should be looking for.


NAME ACTIVITY OBJECTIVE SUBJECT/FIEL D OF STUDY

HAVE SOMETHING DONE Meaningful learning Any Upper intermediate

AGE GROUP OR LEVEL PROCEDURE

1. The teacher says: `Look at this picture.` (Teacher holds up a picture of a dilapidated house.) `What's wrong with the house?` The teacher elicits some suggestions (these could be prompted by saying such things as `Tell me about the roof`). `Would you like to live here? Why not? 2. OK, well, my friend, Ronald, bought this house a few months ago and look at it now!` (Teacher holds up a picture of the same house but beautifully restored.) `But Ronald isn't a builder - he paid a builder to work on the house. Now tell me what has happened to the windows. He ....`(Teacher tries to elicit the sentence `He has had the windows replaced`). If necessary, the teacher gives one example and then asks for others which follow the same pattern. 3. The teacher conducts the lesson with the whole class. 4. In the description given the teacher has created a context (the house needing repair) and has elicited the form. (S)He will almost certainly write an example on the board at a later stage so that the learners can see the pattern and it can be highlighted. For example:

REFERENCE

He

had

the windows

replaced

subject

auxiliary verb `have`

object

past participle of the main verb

Peter Watkins, "Learning to Teach English" ROMANIA


NAME Comparing means of transport ACTIVITY OBJECTIVE Meaningful learning SUBJECT/FIELD Language-Comparatives OF STUDY AGE GROUP OR LEVEL 11 upwards PROCEDURE The teacher divides the class into groups of 4. The students get a set of pictures and a se 5 adjectives that can be used to compare these pictures. The students are given 5 minute prepare their sentences. The students choose a representative who presents their pictures to the other groups. The other groups comment and assess their presentation. The pictures and the sentences of each group are put on posters which later decorate the class.

Variation: The students can do this activity in the computer lab and be asked to choos least expensive way to go from place A to place B (e.g. from Athens to London), or the fastest route from place A to place B. REFERENCE

Greece

NAME Electronic Postcards! ACTIVITY OBJECTIVE Raise awareness of usefulness of the subject in real life SUBJECT/FIELD Languages and Geography OF STUDY AGE GROUP OR LEVEL Teenagers, adults, Intermediate/Advanced PROCEDURE Teacher shows a postcard from their country or another country. First try to guess where the postcard is from. They discuss different dimensions of the postcard. ( For example; If the postcard has snow, it must belong somewhere cold etc.) After they find where it is from, they discuss the characteristic of the place with their teachers. REFERENCE

Turkey

RATING

Learning Styles: good for active, sensor and verbal students. This activity was useful but completed with a virtual visit to the places in the internet and with grammar exercises. Writing a postcard to somebody using the postcard structure.(Portugal)


NAME Photo with baloons story ACTIVITY OBJECTIVE Meaningful learning SUBJECT/FIEL Creativity D OF STUDY Teenagers and adults AGE GROUP OR LEVEL PROCEDURE Students shot photos wth themselves in various places, situation, expressions (i.g. some photos in the classrooms, others in open air, other only with faces of them in differents expressions, etc...). During the shooting they don't have to follow any story or ideas, just make photos. Then with all photos, they have to try to make an order of them. Then put the "baloons" with words and dialoghes and create a sense of the sequence of the photo story. Feedback from students (teachers write a summary with the conclusionslittle questionnaire for the students) REFERENCE

ITALY


Meaningfull learning  

educational activities on meaningfull learning

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