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Wednesday, February 20, 2013

Your partner story



1. Tell the students they have 3 - 4 minutes to mime their stories to their partner on the left.
2. When they are finished, ask the students who were listening to turn to their partners on the left and to tell orally what they understood from their right partners’ mimes.
3. After 3 –4 minutes they change their roles again and so on until each student hears his or her own story.

Thursday, November 22, 2012

I didn’t know that last week



1. Ask the students to remember the events of last week.
2. Tell them to write down the things they didn’t know that were at that moment, would happen, and had happened before, e.g.: Last week I didn’t know that I was pregnant / would marry this summer / had met my future husband.

Friday, November 16, 2012

New rules



1. Divide the class in groups of four. Each group is to create a rule to be followed in their conversation, e.g.: Nobody is allowed to speak before he has scratched his head.
2. Each group gets a topic to discuss and sends one spy to another group. His task is to find out a rule.
3. Each member of the group must speak 3 times in turn upon the topic obeying the rule of his group. Then a spy goes to a different group and so on until he returns to his own and tells his observations.

Sunday, November 11, 2012

Finishing conditional sentences



1. Give a sentence using the first conditional, describing one of a number of possible variations, preferably based on personal taste. For example: If I go to France this summer I will visit ... the Eiffel Tower. If I had a million dollars I would buy ... a luxury yacht.
2. Invite students to express their own variations: If I go to France this summer, I will visit the Eiffel Tower. If I go to France this summer, I will visit the Louvre. If I go to France this summer, I will visit the Opera.
3. If the activity is done in full class, students may later try to recall what other students' variations were: If I go to France this summer, I will visit… If feel very hungry this evening, will eat... If I have time next weekend, I will go to… If I have to write a story for homework, I will write about... If you come to my home, you will see ... If I go away on holiday this year ... If I lose all my money... If we get too much homework ... If my friend gets into trouble ... If we finish early today ... I'll eat my hat if ... This school will have to close if ... We will all be very happy if ... I will be rather disappointed if ... Will you help me if …

Wednesday, November 7, 2012

Random dictionary



1. You need an English monolingual dictionary. You ask the stu­dents to call out any number which falls between the first and last page (e.g. 251). You turn to the page named, then ask for any number between 1 and 20 (e.g. 15). You now look up the fif­teenth headword on the page. If this turns out to be a function word (e.g. a preposition), the next content word on the page (preferably a noun or a verb) is taken. The students write this word down. The procedure is then repeated five times. All students should now have five words chosen at random from the dictionary.
2. They now form groups of four. Each group is to use the words to work out a story line which can be acted as a sketch for another group.

Wednesday, October 31, 2012

Scars



1. Tell the students your scar story. If it is about a scar of yours that is showable, let them see it.
2. Invite the group to think of how they got whatever scars they have. Give them a few minutes to bring their stories back to mind.
3. Ask a volunteer to tell his or her story. Help with words, and write any accident-related vocabulary up on the board, e.g. wound, bandage, stretcher, stitches, operate. Only write up words actually needed by the narrator.
4. Ask three or four more people to tell their scar stories to the whole class, and build up further vocabulary on the board.
5. If the class is a large one, now ask them to work in threes and continue telling scar stories, until everybody who wants to has told one.
6. Pair the students. Each student is silently to imagine a scar story for his or her partner. At this stage, remind them of the words on the board. Discourage them from writing.
7. Each student tells the partner the scar story about him or her.