Booklet(1)

en L a r u t a i c n Lice

SAC U H A F s é l mas Ing o i d I l e d ingüística

Reading More than 50 activities to strength students’ skills.

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2nd Edition

Ski

2016

h s i l g n e lls’ booklet sadasdasdad

Listening Writing Speaking NEW es Activiti

Authors Eva Roberta Stephanie Alberto Barrera Carlos José Alecio Hernández William Fernando Argueta Vásquez Estefanía Baten Rudy Renato Chic Arriaza Emeli Araceli Coroy Concua Alex Estuardo Crúz Heredia Mónica Renee Diéguez Rodríguez Carmen García María Antonieta Hernández Cebuyú Rony Amilcar Macario Gómez Elsa Liliana Monzón Nohemí Morales Nitza Pamela Muñoz Monzón Cindy Melany Rodríguez Martínez María Lourdes Rodríguez Santizo Karla Gabriela Sosa Girón Brenda Maribel Vásquez Recinos

Revision M.A. Luisa Fernanda Ramos Barrera !

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INDEX

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Introduction

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Reading Activities Mystery box

2

Rap it!

4

Flash cards

5

Billboard

7

Let’s match the reading!

8

Movie trailer

9

Projection chart

10

Relax and have a hot chocolate

12

Drawing my own storybook!

14

Post reading task and role play activity

15

The girl whom did not sleep

18

Conduct an interview

21

Sound off!

22

Hamburger book report

23

Little red riding hood short story

24

Crossword based in little red riding hood short story

26

The characters

29

Live story

30

Magazine article

31

Writing Activities Please don’t stop the music

33

Crime story

35

Free-writing

37

Recipes market word

38

Reporting incredible news!

39

Birthday calendar cards

42

The zoo

43

Read, think and write

45

Creative poetry

46

Writing activity

48

Creating a model

49

Pair up with classmate

50

Class mascot activity

51

Procedural writing activity

52

A snapshot of a trip

54

Society status

56

Fairy tales book

57

Answering a letter as a columnist

58

Speaking Activities Forbidden words tournament

61

Music producers

62

Show and tell

63

Gap activity order the story

64

We are right!

65

My friend’s fictional life

67

My favorite comic book hero

68

Speak it or keep it

69

Hot potato conversation

70

The hall of fame

72

Describing the picture

73

Autobiography

74

What’s the question?

75

If I would be

76

Visit to the doctor / role play

77

Hobbies

78

Yes / No game

79

Party time

80

Listening Activities Minefield

82

Here comes the sun

83

Let’s check the picture!

84

Listen for lies

85

Let’s sing!

86

Chinese paper lantern

87

Have you heard of the foreign accent syndrome?

88

All, set, camera… action

89

Drawing dictation

90

Super heroes

92

Australia

93

Listen and throw

95

Secret message

96

The story

98

Hello by Adele (song)

99

Looking for the treasure

100

1,2 pick the picture

101

Identifying the sounds

102

INTRODUCTION

Through the time, people have tried to understand and give ideas or thoughts in order to communicate; therefore each person, to be able to connect with others around the world, has adapted the language. It is necessary to be aware that the process of communication works with the development of specific language skills.

Many teachers have used techniques and methods to teach the English language, even though; each language has its rules to be understood in the process of communication.

It is important to develop in students the basic abilities to use a language, such as; Reading, Writing, Listening and Speaking. Since all students start with new vocabulary, helping students to acquire and practice the basic abilities - facilitates the use of the grammar sequences, appropriate vocabulary and improve phonology and phonetics at the same time. Related to reading and writing, the grammar rules are developed to coordinate thoughts and vocabulary and communicate through paper or technology. Speaking and listening go together in the process of learning as well. Each skill is linked with the other skills, in other words; Receptive skills and Productive skills work together in the process of Teaching-Learning.

The integration of these abilities is a big challenge for all English language teachers. This booklet presents some activities to reach that goal. For that reason teachers and learners of Licenciatura en Lingßística del Idioma InglÊs have gathered fund and interesting activities to aid English educators so they can apply different or even new techniques, and methods according to the ability to develop or practice regarding the four basic skills of the English language.

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MYSTERY BOX Author: Stephanie Alberto Barrera •

Skill: Reading – Previewing

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Objective: Engage students by making them curious about the reading.

•

Procedure: ! Get the box ready ! Before class, find several objects, pictures or images related to the reading topic. For example, if the reading is about the jungle, place some plastic animals and other fake plants inside the mystery box. ! At the beginning of the class present the "Mystery Box.” ! The teacher can ask the students, "Do you want to know what's inside?" Encourage the students’ curiosity by having them ask, "What's inside?" or "What's inside the mystery box?" ! Look inside the box and give Ss some clues about one of the items.

For example, if it's plastic lion or a picture of it, tell Ss, "Mmm..., it's a fierce animal! It's big! It's wild! It has lots of hair. It has a big mane!" ! Reveal clues one by one, encouraging Ss to guess what the item is. If Ss still haven't guessed, slowly take the item out of the box, revealing it little by little. After you have taken the item out of the box, pass it around the room; paste it on the wall to allow for everybody to look at it. Then, move on to the next item.

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Resources: ! Find a box to decorate and keep in the classroom. The box can be warped up with gold or silver paper, draw question marks on it, glue on sparkles and ribbons, stickers, anything to make the box look special and exciting.

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! Something that looks like a treasure chest can be found, that is even better! ! Any plastic items, pictures, drawings, images fit for the reading.

References: 1. Pinterest/Daniel Gandy. (2016, January 1). Mystery Box. Retrieved May 30, 2016, from Pinterest: https://www.pinterest.com/pin/347762402448145532/ 2. Super Simple Learning. (2013, January 1). Mystery Box. Retrieved May 30, 2016,

from

Super

Simple

Learning:

http://supersimplelearning.com/songs/original-series/two/mystery-box/ 3. Wood, J. (2012, October 12). Mystery Box. Retrieved May 30, 2016, from The

Blessed

Teacher:

http://theblessedteacher.blogspot.com/2012/10/whewwhat-weekoh-yeahand-freebie.html !

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RAP IT! Author: Carlos José Alecio Hernández

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Skill: Reading Comprehension

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Objective: Students will have the ability to prepare and present a summary from the book, the story, plot, and characters, through a creative way using a rap or song.

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Procedure: After students have finished reading a book or story ! Work with a partner (the activity should not be worked by more than two students) ! Make a list of the main characters and their roles in the plot. ! Create a rap or a song, where you explain the main role of characters and the plot of story. ! Your rap or song must be at least of one minute. ! Write the lyrics of your rap into a power point presentation. ! Present your rap to the class. ! Make them sing it with you.

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Resources: ! Notebooks ! Pencils, pens, markers ! Computer ! Projector ! Chronometer ! Speakers

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FLASH CARDS Author: William Fernando Argueta Vásquez •

Skill: Reading

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Objective: Students acquire the correct pronunciation of words by practicing reading in flash cards.

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Procedure: ! Flash cards can be used for simple vocabulary drills, numbers, or memory games. Avoid using cards that translate a native language word into English. ! The teacher asks learners to make groups of five students in separate tables, and teacher gives flash cards to them to read, this is to improve their pronunciation; while learners are reading working the flashcards,

the

teacher

can

check

and

correct

students’

pronunciation.

•

Resources: ! Flash cards ! Markers ! Whiteboard

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Student!jumps! around!the!flash! cards.!

Audience!cannot! understand! presentation.!

Student!does!not! have!the!correct! intonation.!

Student!does!not! communicate! ideas!effectively.!

Organization!

$ Intonation$ !

$ Use$correct$ grammar! !

Student!is!not! able!to!answer! with!the!correct! pronunciation!

Student!does!not! use!correct! grammar!to! communicate! ideas.! !

5!

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0!

15!

$ Total! !

Student!presents!

Student!presents! logical!sequence! information!in! which!audience!can! logical,!interesting! follow.! sequence.!

Student! !

Student!uses! demonstrates!full! correct!phonetic! intonation!while! and!specific!words.! they!are!reading.!

Student! !

Student! communicates! communicates! ideas!in!a!clear!way! clear!ideas!and! using!appropriate! correct!grammar.! grammar.!

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RUBRIC ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

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BILLBOARD Post Reading Activity Author: Estefanía Baten •

Skill: Reading- Speaking

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Objective: Allow students to express their preference interest in reading books by promoting them with a billboard.

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Procedure: ! Students will choose the book that they are going to present to the class. ! Students will establish what makes their book interesting; based on this they have to create a poster using pictures about the book´s plot. ! According to

that information they should think about how they will

capture the interest of their classmates on the book. ! Students show the poster to the class with a good ice breaker like a joke; after that they will talk about the author, title and genre of the book. ! The audience will be invited to make questions about the poster. ! The exposers will explain why they chose that book . ! Students will tell a little about the book, but they won´t give detailed or relevant information. Students will encourage students to read the book and show enthusiasm.

•

Resources: ! Paper ! Markers ! Pictures ! Cover of the book

Reference: 1.

2.

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Harmer, J. (2007). How to teach English. Essex, England: Pearson education Limited.

Kyrene School District No. 28. (2013/2014). Student Activity Fund Procedures Manual. Tempe: www.kyrene.org.

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LET’S MATCH THE READING! Author: Rudy Renato Chic Arriaza

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Skills: Reading - Post reading, reading comprehension.

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Objective: Evaluate students’ comprehension and withholding of a certain part of a reading or book.

•

Procedure: ! It is necessary to have a printed list of the principal characters; it can be with their names or with their pictures. Then, the teacher has to identify and print at least one distinctive phrase that each character mentions on the reading. ! Students will be asked, in groups, to match in a flip chart every name/picture with the characteristic phrases and also they will have to provide an argument explaining why they consider it is like that. There will be only a winner. Each group will give their flip chart to their teacher and group by group they will pass to the front and explain their work.

•

Resources: ! Various printings of the pictures/names of the characters and of their distinguishing phrases.

References: No references used. !

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MOVIE TRAILER Author: Emeli Araceli Coroy Concua •

Skill: Reading

•

Objective: Allow the student to show what was understood from a book though a video using all the technological resources available and known.

•

Procedure: ! Students will read the book. ! Create a video mixing pictures and statement that shows the most relevant scenes and explain why this book will turn in a great movie. ! Include a personal opinion of the book at the end of the video with a recorded voice message.

•

Resources: ! Internet connection ! Computer lab ! The book that was read ! Pictures

Reference: Reading Techniques PDF

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PROJECTION CHART Author: Alex Estuardo Crúz Heredia •

Skill: Reading - Pre-viewing and predicting

•

Objective: Determine the kind of literature students are interested in.

•

Procedure: ! Teacher gives the projection chart to the students. ! Students select a book that calls their attention. ! Students complete all the aspects of the projection chart. ! Students explain the aspects of the chart to classmates and make projections.

•

Resources: ! A Projection Chart (Refer to an example on next page) ! A book ! Pencil or pen

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Example of projection chart Write the title here

What does the title make you thing the selection is going to be about?

Read a paragraph and then write down the main ideas below.

Based on the main ideas above tell what do you think is going to happen next in the reading.

References: Semiola County Public Schools. (2016, January 1). Teaching and Learning.

Retrieved June 8, 2016, from www.scps.k12.fl.us: http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/Sec ondaryReading/BeforeReading.aspx ! !

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RELAX AND HAVE A HOT CHOCOLATE BOOK PRESENTATION Author: Mónica Renee Diéguez Rodríguez •

Skill: Reading

•

Objective As part of a Reading Comprehension the following activity was created with the purpose of encouraging students to read the book assigned and enjoy sharing their own opinion of the book.

•

Procedure ! This is a post reading activity in which students share their point of view and also to respect others’ opinions. ! The group is going to be divided in many characters. One student will performance as the host, another one is going to pretend being the author of the book, and the rest of the students will be the audience. The students that will be part of the audience will ask questions or make comments about the book because they have already read the book. ! Students create posters for advertising the book presentation. ! Arrange the classroom like it is a bookstore. ! Chocolate brake (Prepare a corner with cookies and hot chocolate)

•

Resources: ! Books ! Classroom ! Bookcases ! Posters (paper, crayons, markers, etc.) ! Podium ! Microphone ! Chairs

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! Hot chocolate and cookies ! Students ! Teacher

References “How to Teach English� book, second edition, Jeremy Harmer Pearson Education Limited 2007 - www.wordreference.com !

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DRAWING MY OWN STORYBOOK! Author: Carmen García •

Skill: Reading

•

Objective: Create their own story based on a general description before reading the real story by using drawings and a few narrations.

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Procedure: ! Divide the class in teams. (Three teams are good, but for larger classes can be more teams) ! Choose at least 3 different readings and write the name of each of them on a sign to paste on the wall, and number them on the back. ! Assign each group a number randomly to choose the story they will work with. ! Provide each team a piece of paper in which a brief narration about the content of the story is written. According to this narration, students should create their own storybook by drawing it and writing short narration with each drawing in sequences. Make sure that students work in the beginning, the climax and the ending of the story. ! Provide students with the necessary tools to work with and to be creative, paper, pencil colors, markers, pens, and so on.

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Resources: ! Paper sheets ! Color pencils, markers, pens, eraser and ruler.

References: Rockets, www.readingrockets.org/article/25-activities-reading-and-writing-fun Rockets, www.readingrockets.org/article/103-things-do-beforeduringafter-reading Flow, E. www.eslflow.com/readinglessonplans.html.! !

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POST READING TASK AND ROLE PLAY ACTIVITY Author: María Antonieta Hernández Cebuyú

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Skill: Reading

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Objective: Increase in the students’ extensive reading habits.

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Procedure: ! Initiate some discussion of the reading take into account some relevant vocabulary. ! Give out a short summary about the reading. ! To do this they must look for links between the ‘speech bubbles'. The students have to write out the role-play and make a list of the correct sequence of numbers. ! Ask students to read their role-play to each other. This will soon show up any flaws. ! Do some pronunciation practice before the performance. ! Put the students in groups to practice the role-play. ! Encourage them to read and look up to make eye contact with their partner as in a natural conversation. ! Invite students to present the role-play in front of the group.

•

Resources: ! The materials consist of two sheets of paper in blank for the students to write the role play, one sheet with a short summary of the reading and a fourth sheet with the rubric

the activity will be checked, which contains

all the aspects for easy checking. The task sheet is attractively presented in a "call-out" format and can be printed in color or black and white.

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Preparation: ! Make copies for the class. One per groups is enough- this encourages cooperation. If you want to use the materials again, make laminated copies. ! Make copies of the rubrics to evaluate each one.

References: How to teach English Jeremy http://www.ceph.org/assets/Competencies_TA.pdf https://www.teachingenglish.org.uk/article/a-reading-task-role-play https://www.wingsnw.com/skills.html !

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RUBRIC FOR A POST READING TAK AND ROLE PLAY ACTIVITY ! ! ! ! ! ! ! !

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THE GIRL WHOM DID NOT SLEEP Author: Wong Wai Ling Adapted by: Rony Amilcar Macario Gómez

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Skill: Reading comprehension

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Objective: Create in the students the habits of reading through different activities, but not in the traditional way in order of motivate them to read permanently.

•

Procedure: 1. Pre-reading Activity: ! The teacher asks Ss how many hours they sleep. ! The teacher asks Ss if they know some animals and insects, which do not sleep and what they are. ! The teacher asks students whether we can survive without any sleep. ! Introduce the passage to students and tell them to complete the task.

2. Read and Play: ! A student reads aloud the following passage: Susan watched TV until 12 a.m. last night. Her mother ordered her to go to sleep, but she said that sleeping wasted her time. Then her mother told her a story. ! Read the story and complete the task.

3. The students taking turns, read the story: “Have you ever heard that some animals and insects do not need any sleep? Butterflies, flies, and golden fish are examples of species that do not sleep every day. At times we see them being stationary, but this does not mean that they are sleeping. Their body temperatures decrease, and as a

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result they cannot move. Is it surprising? What about us? Do you think that we can survive without any sleep? One woman in England broke the world record by not sleep for eighteen days and seventeen hours. According to doctor advice, people, in fact, will die if they do not sleep for more than five days. If we do not get enough sleep, we will feel tired and dizzy. In addition, our health will deteriorate.

However, many children like playing computer games and watching TV until late at night. When they go to school, they are very sleepy and do not have enough energy to pay attention to the teacher in classes.

Adequate sleep is very important for us. Children, please be smart and go to bed early from now on”.

4. After finishing the story answer the following questions: 1.1

They are insects that do not need any sleep and love flowers _______________________________.

1.2

Some children play computer _______________________until late at night.

1.3

We will ________________________ without any sleep.

1.4

Should we go to bed early? _______________________.

1.5

People

cannot

survive

if

they

don’t

sleep

for

more

than______________________________days.

1.6

Where did the woman who did not sleep for 18 days come from?

1.7

Flies

do

not

move

because

their

temperatures

_____________________________.

1.8

“Mum, I am so ____________________ because I watched TV until 12 a.m.” Susan said.

1.9

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If we do not sleep for ten days, we will feel ____________________.

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5. Answers key:

•

1.1

Butterflies

1.2

Games

1.3

Die

1.4

Yes

1.5

Five

1.6

England

1.7

Decrease

1.8

Sleepy

1.9

Tired

Resources: ! A booklet ! Classroom ! Questionnaire

References: How to teach English Jeremy www.myenglishpages.com/site_php_files/reading.php www.eslflow.com/readinglessonplans.html !

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CONDUCT AN INTERVIEW POST-READING ACTIVITY Author: Elsa Liliana Monzón

•

Skill: Reading (Helpful for speaking and writing)

•

Objective: Assess the level of analysis of student in reading, through active participation.

•

Procedure: ! After student read the book, they choose a character they would like to get to know better. ! Then students get involved, they think about what they would like to ask the character they chose. For example if the character seems to be excited about an event in the story, such question could be: What makes you happy? Who are your friends? Etc. ! Then students write the responses provided from the character. ! Once students complete their interview, they can illustrate a scene from the book and draw a “generic looking character” that includes physical description, age and date of birth.

•

Resources: ! Microphone, notebook, pen, pencil, paper, crayons and glue.

Reference. http://www.k12reader.com/reading-activity-%E2%80%93-getting-into-character/ (June 2nd, 2016) Retrieved from http://www.k12reader.com/reading-activity-%E2%80%93getting-into-character/

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SOUND OFF! Author: Nohemí Morales •

Skill: Reading

•

Objective: To be able to teach, read and communicate correctly in order to be efficient in reading skills.

•

Procedure: ! Play a video version of a book you are reading – only turn off the sound while they watch it. Have them narrate, discuss or write about what is happening, what the actors are revealing about the story through their gestures. Then compare what they saw with what they read.

•

Resources: ! Video version of a book (the one that is being read) ! Computer, projector ! Notebooks, pencils, speakers.

References: 101 reading strategies/reading rockets. (September de 2000). Retrieved from http://www.readingrockets.org/teaching/reading101

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HAMBURGER BOOK REPORT POST READING ACTIVITY Author: Nitza Pamela Muñoz Monzón •

Skill: Reading, identifying, comprehension, vocabulary acquisition

•

Objective: Help students to identify the different reading genres and each of the main parts during the reading, the main characters and the place where the story is developed.

•

Procedure: ! Each of the students should first read the book or the passage. ! Second, draw and cut each ingredient that a hamburger has. ! Third, they have to create each ingredient with different colors, different paper surfaces and textures. ! Finally on each of the ingredients write: Book title, setting, main characters, plot, conclusions, my favorite part, my favorite scene about the reading

•

Resources: ! Students need: ! Different colors of construction paper, different colors of rainbow paper, pencil, glue on stick, scissors and creativity.

References: Book reports ideas crafts Pinterest https://www.pinterest.com/pin/ASqHxIjHm1SSZdU68wy8QQZ1BuLYzonv9XZbwKaIFSpQ_y9tYfp4Zk/

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LITTLE RED RIDING HOOD SHORT STORY Author: Cindy Melany Rodríguez Martínez

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Skill: Reading - Skimming

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Objective: Encourage the habit of reading and analyze texts.

•

Procedure: ! Teacher provides the short story copies to students. ! Students read aloud the short story one by one.

•

Resources: ! Copies of the Little Red Riding Hood short story (find it on the next page)

References: https://www.rem.co.uk/logo/companion/twp/teaching_resources/red%20riding%20h ood.pdf

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SHORT STORY LITTLE RED RIDING HOOD A long time ago there lived a young girl called Red Riding Hood. One day Little Red Riding Hood’s mum asked her to take some cakes to her granny who was ill.

So she put on her cloak, packed up a basket and skipped off through the woods to granny’s house.

Little Red Riding Hood hadn’t gone far when she met the woodcutter. He asked her where she was going. “I’m going to take these cakes to my grandma’s house”.

“That’s very kind of you, but be careful”, warned the woodcutter, “there’s a wicked old wolf in these woods and he’s always hungry”.

Little Red Riding Hood bravely skipped on a bit faster. Behind a tree the wicked wolf watched her. He was feeling rather hungry. He would have liked to have gobbled up Little Red Riding Hood there and then but he could hear the woodcutter near by, so he thought better of it. He thought of a clever plan, and ran off in the direction of grandma’s house.

When the wolf got to granny’s house he rudely let himself in and greedily gobbled up granny in one bite. Then he squeezed his fat body into granny’s night-gown put on her night-cap and glasses and climbed into bed.

A short time later Little Red Riding Hood arrived at granny’s house. Granny didn’t look like herself at all. “What big eyes you have”, said Little Red Riding Hood. “ All the better to see you with, my dear”, said the wolf. “But what big ears you have!”

“All the better to hear you with”, said the wolf. “ Granny, what big teeth you have!”

“All the better to eat you with!” said the wolf with a wicked laugh.

He jumped out of bed and began to chase a very frightened Little Red Riding Hood. She screamed very loudly. Luckily the woodcutter heard the noise and just as the wolf was about to eat up the delicious Red Riding Hood he burst in the door and cut off the wolf’s head. Then the woodcutter cut the wolf open and out stepped granny.

Little Red Riding Hood, granny and the woodcutter all sat down to tea and cakes and they lived happily ever after.

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CROSSWORD BASED IN LITTLE RED RIDING HOOD SHORT STORY Author: Melany Rodríguez •

Skills: Scanning

•

Objective: Acquire new vocabulary and reinforce reading comprehension.

•

Competency: Students reinforce the reading comprehension.

•

Procedure: ! Teacher provides the crossword copies to students. ! Students fill the information according to the crossword questions.

•

Resources: ! Crossword copies ! Pencil or pen

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CROSSWORD PUZZLE !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

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Down 1.

What was the name of the young girl?:_____________________________ 4.

Who did the young girl meet In the woods?:_________________________ 7.

What was the girls was wearing?:_________________________________ 8.

What was granny wearing?:_____________________________________ Across 2.

Who was ill?: ________________________________________________ 3.

Where was the granny´s house?:_________________________________ 5.

Who was always hungry in the woods?:____________________________ 6.

What was she bringing to granny?:________________________________ 9.

What was granny wearing on her face?:____________________________ 10.

Where did the wolf climb into?:__________________________________

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ANSWER KEY ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

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4$ W! O! O! D! C! U! T! T! E! R!

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1$ R! E! D! R! I! D! I! N! G! H! O! O! D! !

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THE CHARACTERS Author: María Lourdes Rodríguez Santizo

•

Skill: Reading

•

Objective: Apply reading techniques to get the students interest on reading.

•

Procedure: ! Students will read a story and identify the characters, underline them and then, make a graphic organizer about the way they interact in the story.

•

Resources: ! Reading ! Crayons ! Ruler ! Paper

References: Harmer, J. (2007). How to teach English. England. Pearson Education Limited. !

29

LIVE STORY Author: Karla Gabriela Sosa Girón •

Skill: Reading

•

Objective: Analyze important aspects on a reading passage / book been able to narrate essential fragments and determine different development by doing changes on the story.

•

Procedure: ! Teacher provides a box with different interesting articles related to the reading; the box name is “mystery box”. ! Students read the passage or book and take a few minutes to check what interesting articles are inside the mystery box, transform their classroom on the reading. ! Students propose different ways of narrating –not acting- what they would change and they can even wear costumes done with objects from the class. ! Variations intermediate / beginners: Students can describe characters and the way they think and react on the reading. Teacher can propose different scenarios or situations for students to solve.

•

Resources: ! Reading material ! A box with different objects associated to the reading

References: Harmer, J. (2007). How to teach English. England: Pearson Longman. !

30

MAGAZINE ARTICLE Author: Brenda Maribel Vásquez Recinos •

Skill: Reading

•

Objective: Summarize the reading in a cohesive way placing post-it notes on a sheet and arrange the key words in an order that supports a cohesive summary.

•

Procedure: ! Choose a magazine provided by the teacher. ! Select a short reading article from the magazine or newspaper.

(Minimum

200 words)

! Read the article. ! Highlight words you believe are key to understanding the passage. ! Write the words in post –it notes and place on a sheet. ! Close the magazine or the newspaper or keep away the article or passage. ! Arrange the key words in an order that supports a cohesive summary. ! Write a summary

•

Resources: ! Magazines ! Newspapers ! Articles ! Post-its

Reference: 1. Finding key information and summarizing (2016, May 31). Retrieved http://www.schools.nsw.edu.au/learning/712assessments/naplan/teachstrategies/yr2015/index.php?id=lr_dilo_s4_14 2. Untitled image (Jury Max) New York Times Online Magazine. Retrieved http://www.nytimes.com/2016/05/25/t-magazine/entertainment/max-jury-gospel-singersongwriter.html?

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PLEASE DON’T STOP THE MUSIC Author: Stephanie Alberto •

Skill: Writing – Story telling.

•

Objective: Develop the writing habit.

•

Procedure: ! Choose three songs of different genres, example, Blank space by Taylor Swift; Love by Nat King Cole and Have You Ever Seen The Rain? by Creedence. ! Have students fold a white piece of paper in three parts; have lined paper ready too. ! At the beginning of the class tell students that they will be drawing in one part of the folded paper, whatever comes to their mind as they listen to a song for one minute. ! The teacher plays the first song and times it for one minute, Ss should be drawing at the same time. Teacher does the same procedure for the other two songs and Ss draw on the other two part of the white paper. ! When Ss have finished the three drawings based on what comes to their minds with the songs, provide Ss with lined paper. ! Ask Ss to write a story based on the drawings they did. ! The story should be divided in tree paragraphs, beginning, middle and end. ! Each paragraph should be only three sentences long. ! Choose randomly, or volunteers, Ss to share their stories with the whole class.

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33

โ ข

Resources: ! A radio, computer, cellphone or CD player; any music player with speakers. ! White paper. ! Lined paper.

References: 1. Schultz, G. C. (2016, January 1). Inspire Writing with Music, Movement, and Drawing. Retrieved June 7, 2016, from institute.soundtree.com: http://institute.soundtree.com/PubContent/Resources/Inspire%20Writing%2 0with%20Music%20Movement%20and%20Drawing.pdf 2. Tydell, M. (2012, January 1). How to Use Music as Writing Inspiration.

Retrieved June 7, 2016, from The Write Practice: http://thewritepractice.com/music-as-writing-inspiration/ 3. Leรณn, N. d. (2016, March 15). The Writing Process. TTS 2016 . Guatemala, Guatemla, Guatemala: USAC - TTS 2016. ! !

34

CRIME STORY Author: Carlos Alecio

•

Skill: Writing

•

Objective: Students will write a crime story using the simple past and past continuous tenses.

•

Procedure: ! Make a review in class about the past tenses, regular and irregular verbs ! Ask students to paste on their notebook a list of verbs in the past. ! Teach sequence of events to the students showing an example. ! In pairs write a story (200-250 words) about a crime that was committed.

Include pictures. ! Assess students in the following points: o setting the scene (characters, background etc.) o the type of crime or crimes committed o efforts by the police to solve the crime o what happened finally to the criminal/criminals and the victim/victims. ! Students will present their story to the class ! The class vote ofr the most creative story.

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•

Resources: ! Books ! List of verbs ! Pens, markers, pencils, ! Magazines ! Newspapers. ! Computer ! Rubric

Info 1 /1 Form /2

!

Info 2 /1 Vocabulary /2

Info 3 /1 Grammar /2

Info 4 /1 Total! /10

36

FREE-WRITING Author: William Argueta •

Skill: Writing

•

Objective: Students construct correct sentences using the simple past tense of the form of verb to be “was/were”.

•

Procedure: ! Teacher gives five minutes to learners to write some sentences using the simple past tense of verb to be “was/were” on the notebook. This can be a warm-up for a more formal writing assignment or just a jump start for thinking in English.

•

Resources: ! Notebook, pencil, eraser, marker, whiteboard.

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RECIPES MARKET WORD Author: Estefanía Baten

•

Skill: Writing and Reading

•

Objective: Remind students previous vocabulary words regarding food that wich will be used to write a recipe.

•

Procedure: ! Teacher writes the vocabulary food on strips of paper. ! Give to each student a strip of paper with a word. ! Students will stand up and exchange words as many times as they can. ! Teacher asks students to write on their notebooks as many words as they can remember. ! The one who writes more words get a prize. ! Students get together in groups of 4. ! Write a recipe using the vocabulary from the word market saw it in class. ! Remember to use commas between a list of ítems in a sentence. ! When writing a recipe or instructions, use numbers to indicate the stages and use the base form of the verb to give instructions. ! Students present their recipes to the class.

•

Resources: ! Strips of paper. ! Markers. ! Notebooks.

References: www.nc-net.info/ESL/own-words/.../04-international-recipes.doc

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REPORTING INCREDIBLE NEWS! Author: Rudy Chic •

Skills: Writing.

•

Objective: Promote students’ imagination and inventiveness by assessing their creative writing skills.

•

Procedure: ! This is activity can be developed individually, in couples or in group work, not longer than three people per group. It is necessary to make photocopies and cut each of the headlines in the sheet 01 and sheet 02. The two sets of headings have to be put in two different bags without mixing the ones of the group 01 with the group 02. ! Two representatives of each group will be asked, then each one will take one half title of the set one, and the other one half title of the set two. Afterward, they will have to join both of them, building just one headline. With that heading they as a team, will have to write, create and invent a text relating that news. ! Later, they will have to decide for a mane and to design a cover for their newspaper and include all the texts created. They also will have to include a picture or a photo of their news. ! Previously students start with the activity, teacher will explain the rubric for the assessing of the project in order they to have it clear.

•

Resources: ! Printings of the sheet 01 and sheet 02, bags, sheets of paper, pencils, pens.

References: Monográficos Marco ELE. ISSN 1885-2211 / Number 9, 2009. Didáctica del español como lengua extranjera. EXPOLINGUA 1999.

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Annex 01: Headlines for news SHEET 1

SHEET 2 A Minister

Wanted

A Superhero

Great mystery around

A

Fifth day of confinement of

Prize

Hunger strike by

A Witch

Last will of a woman

A hen

New wedding of

A highly-gifted child

Sudden death of

A serial killer

Kidnapped

An ogre

Strong temporary leave uncommunicated

Dracula

Severe poisoning of

A young writer

Spectacular robbery of

A dachshund

Police struggle with

Tarzan and Jane

Amnesty International warns of the case of

A mouse plumber

US penalizes on the government of

A crazy scientific

Literature

Novel

A Unicorn

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40

Annex 02: Rubric for writing Scale

E

G

NI

Criteria

+

=

-

Observations

Focus and Organization Student’s narrative and ideas are in general well-developed, in a logical flow.

Elaboration, Support and Style Student uses main ideas and support them with details related to the topic, uses varied sentence style.

Introduction and closing Student provides a clear and thorough introduction, background and closing.

Grammar and Vocabulary Student use appropriate grammar and vocabulary, free of spelling, capitalization, and usage errors, no errors in punctuation.

E: Excellent (more than enough)

G: Good (enough)

NI: Needs improvement

(less than enough)

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41

BIRTHDAY CALENDAR CARDS Author: Emeli Coroy •

Skill: Writing

•

Objective: Students will write a congratulation birthday card to friends and relatives for their birthday day.

•

Procedure: ! Make a list of their friends and relatives´ birthday including cousins, aunts and uncles (one per month). ! Design a creative birthday card for each relative. ! Write a short greeting or congratulation for each card. ! Keep it in an envelope waiting for each relatives´ birthday. ! Finally, Mail physically or digitally the card to the relative when the birthday day arrives.

•

Resources: ! Color paper sheets ! Pencils, crayons, markers ! Decorative material available ! Envelopes ! Stamps and stickers

References: Weta education, (retrieved on June 15). Reading Rockets. USA www.readingrockets.org-article-25-activities-reading-and-writing-fun

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42

THE ZOO Author: Alex Crúz •

Skill: Writing

•

Objective: To encourage students to do extensive writing through familiarized topics.

•

Procedure: ! Teacher gives a familiar story to the students (e.g. the zoo) ! Students read the story. ! Teacher instructs the students to complete the story with a certain amount of words (e.g. 250 words). ! Students complete the story with the required amount of words. ! Teacher receives the written story and grades or corrects accordingly.

•

Resources: ! A short story for students to complete, a rubric to grade students.

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The zoo Today I am going on a class field trip to the zoo. I have never been to the zoo before and I am excited to see all of the animals. My teacher says that it is going to be a busy day. We have been learning about animals in class. My favorite animal is the elephant. I hope that I get to see one. We are boarding the bus. I sit in the back of the bus with my friends. The ride is about thirty minutes long. We are walking through the gate. I am in a group with five of my classmates and my teacher. The zoo is very crowded with lots of students from other schools. I hope that I will not get lost from my group.

First we visited the monkeys, __________________________________________

Reference: Course hero. (2016, June 5). Finish the story the zoo. Retrieved from //www.coursehero.com/file/7436888/Finish-the-Story-The-Zoo/

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READ, THINK AND WRITE Author: Mónica Diéguez

•

Skill: Writing

•

Objective: Teach students the process of writing with free-writing exercises.

•

Procedure: ! To ask students to read magazines or newspaper articles about social networks. ! To have a class discussion about the articles students have read. (this would be the brainstorming step) ! Ask students to do a free writing in which they will express their point of view, what they liked and what they did not like of the article. ! Ask students to exchange their paper work so each one would be in charge of the reviewing step. In this case students will check only grammar errors and sentence structure. ! Students get back their paper work and rewrite it correcting mistakes. (this would be the editing step). ! Then students check their partner´s writing again and after that they will have a final version.

•

Resources: ! Notebook ! Pencil, pen and markers ! Highlighters ! Stamps and stickers

References: Jeremy Harmer, 2010. How to teach English new edition. England, Pearson Education Limited 2007. !

45

CREATIVE POETRY Author: Carmen García •

Skill: Writing

•

Objective: Make students analyze poetry by designing creative ways to show their own thoughts and opinions in written way.

•

Procedure: ! Choose at least 3 different poem writers and tell students a brief biography about each of them. (Example: Edgar Allan Poe, Emily Dickinson, Walt Whitman, and so on.) ! Give students 3 options of poems they can choose (three options of each writer printed to distribute in class in small papers.) ! Ask students to read the options and choose the one that they like or call their attention. ! Once they have chosen the poem and writer, ask them to prepare a creative way to present in a written way the following aspects about their poem selection: a) Name of the writer and his/her brief biography b) Name of the poem and why I think the author gave the poem this name. c) My reasons to select this poem and writer. d) My favorite part of the poem (give reasons). e) My less favorite part of the poem (give reasons). f) My own interpretation. g) My comments and suggestions to the writer of the poem. h) If I were a poet, what would I write a poem about? Why?

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•

Resources: ! Poems and their writers (printed), paper, scissors, glue, pictures, magazines to cut up, paper in different colors, markers, pens, pencil, ruler, and so on. (in a previous class teacher should ask students to bring all the necessary materials to work the activity)

References: 1. Journal, T. I. (2014). Interactive Writing in the EFL Class. Retrieved from Interactive Writing in the EFL Class: ttp://iteslj.org/Techniques/MassiWritingTasks.html 2. Soup, P. (2016). Poetry Soup . Retrieved from Poetry Soup : http://www.poetrysoup.com/emily_dickinson 3. Soup, P. (2016). Poetry Soup. Retrieved from Poetry Soup: http://www.poetrysoup.com/walt_whitman

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WRITING ACTIVITY Author: Antonieta Hernández

•

Skill: Writing

•

Objective: Develop in the students writing skills by analyzing a movie.

•

Procedure: ! Students will watch the movie the Peaceful Warrior. ! The teacher will open a forum about the movie to take main ideas. ! Students write an analytical essay of 500 words. It must include introduction, body and conclusion. ! Teacher will check the analytical essay ! After checking the essay students will read it aloud to their classmates.

•

Resources: ! The materials consist of 5 sheets of paper in blank for the students to write the analytical essay and a sixth sheet with the rubric the activity will be checked

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CREATING A MODEL Author: Rony Macario •

Skill: Writing

•

Objective: The students will write the procedure of how to make a model using different materials.

•

Procedure: ! One student draws a picture of animal, a landscape, a cloud, or whatever he/she likes the most. ! Once the student creates the model, let him/her writes step-by-step of how to recreate the model. ! After he/she has completed the procedure, he/she covered the model so nobody can see it. ! Use the student written directions to recreate His/her model. ! Uncover the model, and see how the students made the model, then compare to the first one. ! Discuss with the students which part of the procedures were the most difficult part of understand, and why? ! Finally switch places with the students and encourage them to create a different one in order to every student has to write it down.

•

Resources: ! Paper, pencil, eraser, crayons, markers. ! Watercolors ! Plasticine, or ! Recyclable material

References: busyteacher.org/17447-6-short-esl-writing-activities.html !

49

PAIR UP WITH CLASSMATE Author: Elsa Monzón •

Skill: Speaking and writing.

•

Objective: Check the level of student learning by writing correct sentences.

•

Procedure: ! After the student learns the structure of the simple past: ! Student “A”: tells the student B about your activities yesterday. Think of at least five things you did yesterday to tell student “B”. Also think of two or three activities you did not do yesterday. ! Students “B”. Listens carefully to student “A”. Make sure that student “A” is using past tense correctly. Ask student “A” questions about his activities if you wish. Take notes while student “A” is talking. ! When student “A” finishes talking, switch roles. ! Student “B” tells student “A” his activities yesterday. ! Then, each student uses the notes from the conversation to write a composition about the other student’s activities yesterday.

•

Resources: ! Notebook ! Pen ! Pencil ! Paper.

Reference: Journal, T. I. (2014). Interactive Writing in the EFL Class. Retrieved from Interactive Writing in the EFL Class: ttp://iteslj.org/Techniques/Massi-WritingTasks.html Soup, P. (2016). Poetry Soup . Retrieved from Poetry Soup : http://www.poetrysoup.com/emily_dickinson Soup, P. (2016). Poetry Soup. Retrieved from Poetry Soup: http://www.poetrysoup.com/walt_whitman

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CLASS MASCOT ACTIVITY Author: Nohemí Morales •

Skill: Writing

•

Objective: To practice in a fun and easy way the writing process

•

Procedure: ! Find a small soft toy or puppet which will become the class mascot. With the class, choose a name for the mascot, and discuss its background (where it comes from, its friends and family, its likes and dislikes etc.). ! Let each child take the mascot (and a book in which to write) home for a few days at a time. While they are at home they should write a short story in the book outlining what the mascot has done during its stay with them. This can be true or the children can make up events (e.g. a trip to the moon). Encourage them to be as creative as possible. ! When the mascot returns to school, spend some time discussing what it has done and where it has been. The class will make a book describing the mascot's travels with all stories.

•

Resources: ! Soft Pet (toy, whatever other curious toy) book, pen or pencils, imagination.

References: Journal, T. I. (2014). Interactive Writing in the EFL Class. Retrieved from Interactive Writing in the EFL Class: ttp://iteslj.org/Techniques/Massi-WritingTasks.html Soup, P. (2016). Poetry Soup . Retrieved from Poetry Soup : http://www.poetrysoup.com/emily_dickinson Soup, P. (2016). Poetry Soup. Retrieved from Poetry Soup: http://www.poetrysoup.com/walt_whitman !

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PROCEDURAL WRITING ACTIVITY Author: Pamela Muñoz • Skill: Writing - Reading comprehension and critical thinking.

• Objective: Help students to understand and comprehend instructions.

• Procedure: ! Each student will read the topic “How to decorate a Christmas tree”. ! Second, the students will find five boxes with different words at the beginning: First, then, next, after that, finally. ! In each of the boxes you should develop the ideas in order about decorating the tree. ! Finally with all this information you develop your paragraph.

• Resources: ! Worksheets ! Pencil

References:

www.teacherspayteachers.com,

Writing

activities

Published on 2013 !

52

How to decorate the Christmas tree

First

______________________________ ___________________________________ ______________________________ ______________________________ ______________________________

Then

______________________________ ______________________________ ______________________________ ______________________________ ______________________________

Next

______________________________ ______________________________ ______________________________ ______________________________

After that

______________________________ ______________________________ ______________________________ ______________________________ ______________________________

Finally,

______________________________ ______________________________ ______________________________ ______________________________

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53

A SNAPSHOT OF A TRIP Author: Melany Rodríguez

•

Skill: Writing

•

Objective: Recognize the importance of communication through writing.

•

Procedure: ! The student writes an e-mail about a trip he/she took, like a day trip, a weekend trip or a vacation. Describes it from the planning, what he/she did to get ready for the trip and how it made him/her feel, then he/she has to choose a classmate. Also the classmate will send him/her comment about it. ! The student writes a brief greeting for his or her classmate. ! The student starts to describe the whole trip: o How did he or she prepare for it? o What did he or she took to the trip like camera, clothing, etc. o Who went with them? o When they went there? o Where is the place? o How did they got there? o How long did they stay there? ! The students describe the place. ! What was the first thing they did when they got there? ! The student writes a closing, a statement. ! Exchange the e-mail and also comments on the response from email of your friend.

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•

Resources: ! Laptop or Computer ! Internet

References: Postcards. Brian Abbs, Chris Barker, Ingrid Freeebairn with JJ Wilson and Stella Reilly. Pearson Longman. Second Edition.2008. Page 23. !

55

SOCIETY STATUS Author: Lourdes Rodríguez •

Skill: Writing

•

Objective: Express their opinion about a specific topic.

•

Procedure:

! Students will write about the following topic: A person’s worth nowadays seems to be judged according to social status and material possessions.

Old-fashioned values, such as honor, kindness and trust, no longer seem important. To what extent do they agree or disagree with this opinion? ! Give reasons for the answer and include any relevant examples from their own knowledge or experience. ! Write at least 250 words.

•

Resources: ! Pen ! Paper

References: Harmer, J. (2007). How to teach English. England. Pearson Education Limited. !

56

FAIRY TALES BOOK Author: Karla Sosa

•

Skill: Writing

•

Objective: Use grammar and writing techniques to perform different fairy tales for kids, through the creation of a book.

•

Procedure: ! Have students to write one fairy tale of one page each, ask students to include introduction, development, problem, solution and a moral message of two lines at the end, teacher will check the draft and pupils will make the indicated corrections, after the process of editing and having the final document, all students will make an attractive cover and illustrations, then they will select the best fairy tale, and perform it.

•

Resources: ! Paper ! Pencil ! Colored paper to work a cover.

References: Harmer, J. (2007). How to teach English . England: Pearson Longman. !

57

ANSWERING A LETTER AS A COLUMNIST Author: Brenda Vásquez •

Skill: Writing

•

Objective: Write a short letter applying the modal verb “should, and could” in complete sentences, giving advices in a newspaper column.

•

Procedure: ! Imagine that you are an advice columnist. ! Read the letters a) and b) below. ! Choose one, and respond to it with a letter of advice. ! Make sure you use modal verbs in your response. ! See the example of a possible answer: o Answer: “Dear Unhappy in New York, I already read your letter about your problem with your sister. You should invite her to the cinema and have dinner together, also you could...”

Letter A. Dear Karl, My 5-year -old son is watching to much TV, he screams and cries.

Help Regards, Panicky in Portugal

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Letter B. Dear Dories, My 10 -year-old daughter wants to be just like her favorite rap star. Lately she is dressing like this rap star) in clothes that are much too old for her= and she has started to use bad language.

Can you give me some advice?

Best Regards, Agonizing in Amsterdam

•

Resources: ! Paper and pen.

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FORBIDDEN WORDS TOURNAMENT Author: Stephanie Alberto •

Skill: Speaking

•

Objective: Make use of varied vocabulary for questions.

•

Procedure: ! Ss will be working in pairs. (It is better if the teacher makes the pairs to encourage fellowship) ! Tell Ss this is a game where the only forbidden words are yes/no. ! Ss1 will ask yes/no questions to Ss2 – Ss2 can answer with any word except yes or no. ! When a student loses, he or she is out and the winning partner is paired with another winning partner. In this way, the game turns into a tournament of yes, no. ! To turn the game even more challenging consider other versions like forbidding the words “maybe” and “I” – or if the game is lasting too long. ! Some questions may be: o Are you a student? o Can you speaking English? o Did you eat breakfast this morning? o Did you do your homework?

•

Resources: ! Lists of yes/no questions (have many lists with different questions) ! Chairs ! A noisemaker, to address the use of a forbidden word.

References: Harmer, J. (2007). How to teach English. Essex, England: Pearson education Limited. 2. Monaco, E. (2016, January 1). 7 Superb Speaking Activities That’ll Get Your ESL Students Chatting.

Retrieved June 13, 2016, from Fluent U: http://www.fluentu.com/english/educator/blog/speaking-activities-for-esl-students/

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MUSIC PRODUCERS Author: Carlos Alecio •

Skill: Speaking

•

Objective: Students will be able to share their ideas and plans to the rest of the class.

•

Procedure: ! Search a song which students are not too familiar with. Suggested song: “haven´t met you yet” Michael Bubble. ! Download the video and the lyrics. ! Get the lyrics of the song and give a copy to each student. ! Listen to the song, read the lyrics, let students listen the complete song. ! After students listen to the song, get students to work in pairs. ! Students will pretend to be Music Producers; they have to think about how to make the video from that song. They have to describe: ! Setting the scene (characters, background etc.) ! The story of the video ! Budget ! How they will promote the singer and video. ! Students will present their video plan to the class ! The class vote ofr the most creative video. ! At the end, show the orginal video to the class and discuss about how their ideas were different to the original video.

•

Resources: ! Lyrics copies ! Computer, speakers, ! Projector ! Notebook, pencil case

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SHOW AND TELL Author: William Argueta •

Skill: Speaking

•

Objective: Apply ideas and practice speaking using grammar in the simple present tense, linking the item with their feelings.

•

Procedure: ! A learner brings an item from home and speaks about it in front of the group. ! Give learners enough advance notice to prepare and remind them again before their turn. ! Have a backup plan in case the learner forgets to bring an item.

•

Resources: ! Items from home ! Whiteboard ! Marker ! Sheets ! Pencil ! Notebook

Reference: http://www.englishclub.com/english-clubs/english-club-warmup.htm

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GAP ACTIVITY ORDER THE STORY Author: Estefanía Baten •

Skill: Speaking

•

Objective: Students will orally propose sequences for a set of pictures given by the teacher.

•

Procedure: ! Teacher brings a story with at least 4 pictures. ! The story can be with or without dialogue. The more pictures and more elements in the story, the more difficult the task would be. ! Print the story and cut up the pictures. ! Teacher divides the class in small groups. ! Divide the pictures equally between groups. ! Give students 3 minutes to think about how to describe their pictures. ! Students can start their description using the following phrases: o In my picture there is... I can see... I think this is the first / second / last picture... Then.... After that.... ! Tell students to work together to put the story in the correct order. ! Students have to tell their own story version using the pictures.

•

Resources: ! Pictures and Paper.

References: Information Gap Activities. (2016). Educ.ualberta.ca. Retrieved 16 June 2016, from http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/info%20gap%20activities.html Teacher's Corner: Speaking - Information Gap Activities | American English. (2016).

Americanenglish.state.gov. Retrieved 16 June 2016, from https://americanenglish.state.gov/resources/teachers-corner-speaking-information-gap-activities

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WE ARE RIGHT! Author: Rudy Chic •

Skills: Speaking

•

Objective: Strength students’ abilities for arguing, presenting their points of view and thinking critically.

•

Procedure: ! Make the groups/couples (four or a multiple of four). After, decide which will be the first two groups/couples for the debate. There will be one group/couple that will agree and the other one will disagree about the topic. The remaining two or more groups will be the “public” or the “audience”; after the debate, they will decide and give their vote to the group that convinced them the most in order to find the winner. ! In a black bag, in folded papers, there will be the different controversial topics. Only one person will have to pick a paper and read it aloud in order to tell the topic to the others. In other bag, in a white one, there will be enough papers with the phrase: “agree” or “disagree”. The other group that did not pick the paper for the topic will pick one paper to know what will be their role in the debate, they will have to read it aloud in order to tell the others which will be their position. ! Both of the groups/couples will have 3 minutes to write and prepare their arguments, ideas and points of view. It does not matter if they are against their role (agree or disagree), they have to be creative to defend and support their given role. Each group will have a minute to present and the other group will have a minute to answer. The debate can last from 8 to 10 minutes. In the last two interventions, the moderator (can be the teacher or a student with speaking and group management skills) can give 30 seconds to both of the groups in order to define their last argument.

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! After the last arguments, the people from the audience will decide what group is right. ! Moderator has to present clearly the rules: the length of each intervention, no interruptions, active listening, and a person cannot speak twice if other people in their own group have not spoken yet. o Topics: ⇒ Mining industry ⇒ Homosexuality ⇒ Marriage ⇒ Only one God ⇒ Euthanasia

•

Resources: ! Printings of the topics ! Enough papers with the words: “agree” and “disagree” ! Wide space ! Chairs

!

! ! ! ! !

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MY FRIEND’S FICTIONAL LIFE Author: Emeli Coroy •

Skill: Speaking

•

Objective: Allow the student to use the imagination and creativity in order to write an introductory paragraph for one of their classmates making a fictional life.

•

Procedure: ! Students will make a short introductory paragraph for a classmate. ! Students will use their imagination and creativity to add as many fictional facts as they can. ! Students will present to their classmate in a red carpet show.

•

Resources: ! Pen / Pencils ! Red carpet ! Students

Reference: (Retrieved on: June 15, 2016). Public Speaking Power. http://publicspeakingpower.com/fun-public-speaking-activities/

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MY FAVORITE COMIC BOOK HERO (INDIVIDUAL ORAL PRESENTATION) Author: Alex Crúz •

Skill: Speaking

•

Objective: Develop an individual oral presentation to describe their favorite comic book hero; by providing details that make their comic book hero character unique.

•

Procedure: ! Teacher provides instructions to students. Teacher should indicate how long the oral presentation should be and the aspects that the oral presentation must have. ! Student prepares the oral presentation and develops it in front of the classmates. ! Teacher assesses and provides feedback according to the required aspects.

•

Resources: ! Pen ! Paper

! ! ! ! ! !

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SPEAK IT OR KEEP IT Author: Mónica Diéguez •

Skill: Speaking

•

Objective: Express ideas, or thoughts using the target language appropriately.

•

Procedure: ! Ask students to search for information about any topic. It is better if the topic is about something teenagers are interested in, like video games.

The sources of information can be websites, you tube videos, magazine articles, etc. ! Make a list of questions about the topic. ! Divide the class in two groups. Each group will have a bell. ! Ask a question and the first group who rings the bell will have the opportunity to answer. If the answer is correct, the group gets a point. If not, the other group will have a chance to answer. Continue like this until you ask all the questions. ! To make all members of each group participate tell them that if not, they will lose points. ! The group that has more points wins. You can give them a symbolic medal.

•

Resources ! Bells ! Question cards ! Paper medals ! Whiteboard markers

!

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HOT POTATO CONVERSATION Author: Carmen García •

Skill: Speaking

•

Objective: Explain different random topics or situations in a natural way according to the requests given in flashcards game.

•

Procedure: ! In small cards write down separately different topics as: o a good experience with my relatives o a special date in my favorite restaurant o my best holyday experience o why I do or I don´t practice sports o a clothes shopping experience o a bad weekend experience o the trip of my dreams o my best visit to the beach o a terrible sickness day o the worst gift of my life o the amazing film I have watched o the best reading book experience o my first boyfriend/girlfriend experience o moving to another school

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! Once you have the topics, make sure to have at least one card for each student. ! In class explain students the game “hot potato conversations” in which teacher is going to distribute one card to each student in the class, they can read the topic and think about the topic quickly. ! Then teacher can play music while “the hot potato” is passing among all students, when music stops the student with “the hot potato” needs to explain the situation on his/her card. ! “The hot potato” continues but students need to exchange the cards in order to get a different topic. All students should participate to have a chance to speak.

•

Resources: ! Flashcards with topics or situations written ! Pens ! A hot potato item ! Music to play

References: 1. Blackmore, A. (2005). TeachingEnglish . From https://www.teachingenglish.org.uk/article/motivating-speakings 2. Harmer, J. (2007). How to teach English . England: Pearson Longman.

3. Journal, T. I. (2014). Interactive Writing in the EFL Class. Retrieved from Interactive Writing in the EFL Class: ttp://iteslj.org/Techniques/Massi-WritingTasks.html 4. Soup, P. (2016). Poetry Soup . Retrieved from Poetry Soup : http://www.poetrysoup.com/emily_dickinson 5. Soup, P. (2016). Poetry Soup. Retrieved from Poetry Soup: http://www.poetrysoup.com/walt_whitman 6. Thornburry, S. (n.d.). Online TEFL training. Retrieved 14 de June de 2016 from Online TEFL training: http://www.onlinetefltraining.com/wp-content/uploads/2013/11/SpeakingUnplugged30Activities.pdf 7. Wilson, B. (2016, June 15 ). Auto English.org. Retrieved from Auto English.org: http://www.autoenglish.org/speaking.htm

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THE HALL OF FAME Author: Antonieta Hernández •

Skill: Speaking

•

Objective: To encourage students develop communicative efficiency in speaking by imitating a famous poet.

•

Procedure: ! Students will choose a famous poet. ! Create a character based on the poet. ! Student will do an oral presentation about the poet, talking like they were the poet and recite one poem. ! Teacher will evaluate the activity by a rubric.

•

Resources: ! Notebook ! Costume ! Rubric

! ! ! ! ! ! ! ! ! ! !

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DESCRIBING THE PICTURE Author: Rony Macario

•

Skill: Speaking

•

Objective: The students must improve communicative skills in order to express themselves through activities in the learning process and at the same time make their learning more meaningful and fun for them.

•

Procedure: ! The teacher divides the class in small groups, depending on the quantity of the students. ! The teacher shows to students different post cards, flash cards or just pictures. ! Every group takes a short time to think about what the story is going to be. ! The students speak about the story. ! According to the picture the students take turn to describe the picture by saying a short story one by one in order to participate a list once. During the activity.

•

Resources: ! Post cards, pictures, magazines, newspapers.

! ! ! ! ! ! ! ! !

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AUTOBIOGRAPHY Author: Elsa Monzón •

Skill: Speaking

•

Objective.

!

Check the level of student learning by producing correct sentences.

•

Procedure ! After the student practices the structure of the simple past that includes the words “what and where” ! The student tells a story about him/herself. ! In such story, the student will answer questions such as: ! Where were you born? ! Where did you grow up? ! Where did you go to school? ! What did you study? ! When did you move? ! Where?

•

Resources: ! Notebook ! Pen ! Pencil and paper.

Reference: Molinsky, S. J. (2001). Side by Side . New York: Longman.$

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WHAT’S THE QUESTION?$ Author: Nohemí Morales •

Skill: Speaking

•

Objective: Practice different questions in order to get fluency practice on a range of topics.

•

Procedure: ! Write a list of questions (one per student in your class) relating to the chosen topic. For example, if the topic is music, think questions like: Who is your favorite singer? What is your favorite music to dance to? What’s the best concert you have ever been to? Who is a singer / group you hate? Etc. Adapt the questions to the level of the class. ! Give each student a question. Tell students to write the answer to their question (not the question itself) on a piece of paper or a sticky label. Tell them not to show anyone their answer yet. ! Tell the class the topic (e.g. music). Give students 5 minutes with a partner to brainstorm possible questions related to this topic. ! Now tell students to stand up and stick their label on their chest or hold their paper with their answer in front of them. Students move around the room and ask each other question to try to discover the questions that the other students were originally asked. ! Encourage students to ask follow up questions and try to have a conversation. -What’s the best concert you’ve ever been to? -Madonna When was the concert? -Why was it good?

•

Resources: ! Paper ! Markers ! Questions

References:

Blackmore,

A.

(2005)

Teaching

English.

Retrieved

from

https://www.teachingenglish.org.uk/article/motivaitng-speakings

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IF I WOULD BE !

!

•

Skill: Speaking

•

Objective:

Author: Pamela Muñoz!

Motivate and encourage students to think, establish the ideas and then speak, with everything that comes to their minds

•

Procedure: ! The teacher would write on the board the following: ! “If I would be whatever I would like to be, I will be….. because…” ! The teacher will start first, to show the students how to develop it. ! All of the students have to participate and explain why they would like to be the profession they say.

•

Resources: ! Whiteboard ! Marker

! ! ! ! ! ! ! ! ! ! !

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!

VISIT TO THE DOCTOR / ROLE PLAY Author: Melany Rodríguez •

Skill: Speaking

•

Objective: Students will use socially appropriate greeting expressions and health vocabulary in role-play situations

•

Procedure: ! Students make groups of 4 persons to interpret the roles and they have to complete the patient information form before start. ! Students organize the role-play choosing a role and taking into consideration the scenes. ! Students must take turns playing the different roles during the presentation and use the patient information form.

•

Resources: ! Patient information form

! ! ! ! ! ! ! ! ! ! !

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HOBBIES Author: Lourdes Rodríguez •

Skill: Speaking / Reading

•

Objective: Develop students’ speaking skills by expressing their opinion about a specific topic.

•

Procedure: ! Get in groups of five ! Read an article on the newspaper or magazine to find some information. ! Make a group discussion about the teenager hobbies. o

Include the following aspects on the discussion: Describe Evaluate Justify Predict Express preferences Provide analysis

•

Resources: ! Magazine ! Newspaper

References: Harmer, J. (2007). How to teach English. England. Pearson Education Limited.

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YES / NO GAME Author: Karla Sosa •

Skill: Speaking

•

Objective: Encourage students to answer questions supporting their answers on personal opinion by demonstrating fluency.

•

Procedure: ! Ask a series of questions ! Set time to have the record of fluency and tell the learners they are not allowed to say ‘yes’ or ‘no’ and cannot repeat responses. ! If students swap roles with their one to one, they will get extra question formation practice and the teacher can expose them to a wider range of communication strategies (how to avoid answering awkward questions, demonstrating knowledge by providing lots of details, answering a question).

•

Resources: ! List of questions ! Timer

! ! ! ! ! ! ! ! ! ! ! ! ! !

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PARTY TIME Author: Brenda Vásquez •

Skill: Speaking

•

Objective: Apply language phrases for introductions.

•

Procedure: ! Choose a new identity for yourself. You can choose someone famous or unknown or an interesting person. ! Think about the following information: o Name, age, nationality, occupation, location, lifestyle, preferences, food, and extra information. o Imagine that you are in New York Party and you don’t know anyone. o Go around your classmates and introduce yourself. o Use language phases for introductions o Examples: Hello, Hi, How are you? o Please let me introduce myself… o Hi, there! My name is…… o How are you today ? o I´d like to introduce … o This is… o May I introduce you to…. o Nice to meet you… It was nice to know about you.. o See you later, see you soon… and all that you remember.

•

Resources: ! Background music in a low volume.

! ! !

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! ! ! ! ! !

! ! !

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81

MINEFIELD Author: Stephanie Alberto •

Skill: Listening

•

Objective: Collaborate as a team while practicing listening skills.

Practice following directions in English.

•

Procedure: ! Make a square in the middle of the classroom with tape (2m by 2m advisable) ! Place paper balls or any other objects, in the square, to create a minefield. ! Prepare blindfolds. ! Students will be working in pairs. One of the Ss. will be blindfolded. ! S1 will give directions to S2 to cross the minefield without detonating a bomb. ! When S2 crosses the minefield then S1 gets blindfolded to go back. ! Pairs who win get a prize or points. ! Two pairs could be working at the same time to make the game more thrilling.

•

Resources: ! Tape, paper balls or bean bags, blindfolds.

References: 1. H., A. (2016, January 1). Minefield game. Retrieved June 18, 2016, from Pinterest: https://www.pinterest.com/pin/87468417739837956/ 2. Heck, T. (2011, Abril 19). Minefield - Duct Tape Teambuilding Game.

Retrieved

June

18,

2016,

from

Youtube:

https://www.youtube.com/watch?v=nLXa1f0mTC0 !

82

HERE COMES THE SUN Author: Carlos Alecio •

Skill: Listening

•

Objective: Students will be able to distinguish the mistakes into a song and identify them.

•

Procedure: ! Present the objective to the students, where they have to identify the wrong words by listening to a song. ! Give students the lyrics of the song, include the wrong words. ! Play the song twice and students must identify the wrong words in the lyrics you prepared. ! Check students’ work. Ask them to share which words they identified as wrong. ! Make a list on the board of the wrong words and explain them. ! Give the students the original lyrics of the song. Read and assess in pronunciation and vocabulary doubts. ! Play the song and sing all together.

•

Resources: ! Computer and speakers ! Two lyrics, one incorrect and the other one correct ! Pens, pencils. ! Whiteboard markers. ! Video to play: https://www.youtube.com/watch?v=bgiQD56eWDk

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LET’S CHECK THE PICTURE! Author: William Argueta

•

Skill: Listening

•

Objective: Learners analyze a story to fill in the blanks in flash cards with the correct words.

•

Procedure: ! Teacher asks all students listen to a story. ! Ss. answer some questions on their notebook by using flashcards reflecting parts of the story. ! While learners are listening the story, the teacher stops the recording and asks students to organize the flashcards. ! The teacher plays again the story, all students are filling the blanks a worksheet provided by the teacher. ! Ss. share their answers with all classmates and teacher in classroom.

•

Resources: ! Electricity, speakers, radio, flashcards, students and teacher

References: http://www.slideshare.net/h3rt1k1/assessing-listening-presentation !

84

LISTEN FOR LIES Author: Estefanía Baten

•

Skill: Listening

•

Objective: Make students interpret a paragraph in order to get information and create new one.

•

Procedure: ! Students listen carefully in order to remember important information and details. ! Teacher divides the class into two teams A and B. ! Teacher calls one student of each team to come to the front of the class and read aloud three times a newspaper article which he/she has chosen. ! Teacher asks them to read it aloud again, but they have to make some changes (lie). ! Each time a lie (or change) is read out, the students must stand up. ! The first team to stand up gets a point.

•

Resources: ! Newspaper article, students, teacher.

References: 1. 15 Activities to Build Listening Skills. (2015). Kids Activities Blog. Retrieved 18 June 2016, from http://kidsactivitiesblog.com/52641/listening-skills!

Active listening activities. (2013). TeachingEnglish | British Council | BBC. Retrieved

18

June

2016,

from

https://www.teachingenglish.org.uk/article/active-listening-activities! !

85

LET’S SING! Author: Rudy Chic •

Skill: Listening

•

Objective: Strength students’ abilities for listening and identifying the pronunciation of certain words and sounds.

•

Procedure: ! Teacher identifies a nice song, adequate for the group of students, take in consideration: age, interests and level. ! Make the groups of students. ! Teacher plays the song for the students to have an approach about the vocabulary. ! Teacher asks them if they understood what the song is about. Ask them some questions, if necessary, play the song again. ! Give ss. a copy of the lyrics of the song. ! Ask ss. to read it and if they have questions about the vocabulary. ! Teacher distributes the different parts of the song in the groups. ! Play the song and ask students to sing aloud as teams with the original song. After that, play the track of the song and ask them for singing as a karaoke. ! Ask them how did they feel and ask some comprehension questions about the song.

•

Resources: ! Video / song, enough copies of the lyrics of the song, speakers, track of the song for karaoke.

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CHINESE PAPER LANTERN Author: Emeli Coroy •

Skill: Listening

•

Objective: Evaluate the students’ listening comprehension by following instructions from a tutorial to make a Chinese paper lantern.

•

Procedure: ! Students watch and listen to the full video how to make paper lantern? ! Students will listen and watch the video step by step ! Students will follow the direction given in the tutorial ! Students will decorate their lantern as they wish. ! Students will deliver the paper lantern they made to the teacher

•

Resources: ! Stapler, A4 Paper color card, scissors, decoration material.

References: Kidspot. 2012, March 06. How to a make a Chinese paper lantern Fun kids activities. Retrieved from https://www.youtube.com/watch?v=CeZKYGmuZn0

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HAVE YOU HEARD OF THE FOREIGN ACCENT SYNDROME? Author: Alex Crúz •

Skill: Listening

•

Objective: Find if students are able to follow up an audio to complete a cloze.

•

Procedure: ! Teacher downloads the audio and a cloze. ! Teacher provides students with the cloze. ! Teacher plays the audio and instructs the students just to listening the first time. ! Teacher plays the audio a second time and students complete the cloze with the correct words. ! Teacher reviews the cloze and assess students.

•

Resources: ! Audio reproducer, cloze, pen or pencil and paper.

! ! ! ! ! ! ! !

Reference: English expert (2016, June 19). Intermediate English listening Practice-Foreign Accent Syndrome. Retrieved from http://onlineenglishexpert.com/intermediateenglish-listening-practice-foreign-accent-syndrome/!

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ALL, SET, CAMERA… ACTION! Author: Mónica Diéguez •

Skill: Listening

•

Objective: Train the ear by sound discrimination.

•

Procedure: ! Weeks before developing this activity, students should know all vocabulary and context related to the story. (pronunciation and meaning of the words) ! Assign the characters for each of the students. ! Ask to one of the students to read the story or read it yourself (teacher) ! As the narrator is reading the story out loud. ! The rest of the students would do what the story says. That was why they should know the vocabulary related to the story. ! Students would have to do a bigger effort to listen to what the narrator is saying so they act. ! With this type of activity teachers can realize if students really listen and understand what the story says. Also the narrator´s pronunciation.

•

Resources: ! Storybook, costumes.

! !

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DRAWING DICTATION Author: Carmen García •

Skill: Listening

•

Objective: Demonstrate students’ ability to listen to and understand a story by drawing it, explaining some facts of their final work in their own words. .

•

Procedure: ! Find different pictures from a magazine or newspaper and cut them up. ! Create your own stories about the pictures found. ! In class explain students they have to draw the story according to the description that the teacher is going to tell, only drawings allowed, not words ! Give students three options to choose and give them just the title of the story and at the same time ask them what could be the story they picked about. (Do not show the pictures yet) ! Provide students paper to draw and start telling the story while they draw it. Once you have finished the story the first time tell students you are going to read it again and they can add some things to the final their final drawing. ! Ask students to show their final work while you show them the original picture from the magazine or newspaper. Students can compare their drawing with the picture and say the difference between them.

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•

Resources: ! Pictures from magazine or newspaper, paper to draw, pencils, eraser.

References: 1. Blackmore, A. (2005). TeachingEnglish . From https://www.teachingenglish.org.uk/article/motivating-speakings 2. Harmer, J. (2007). How to teach English . England: Pearson Longman.

3. Journal, T. I. (2014). Interactive Writing in the EFL Class. Retrieved from Interactive Writing in the EFL Class: ttp://iteslj.org/Techniques/MassiWritingTasks.html 4. Soup, P. (2016). Poetry Soup . Retrieved from Poetry Soup : http://www.poetrysoup.com/emily_dickinson 5. Soup, P. (2016). Poetry Soup. Retrieved from Poetry Soup: http://www.poetrysoup.com/walt_whitman 6. Thornburry, S. (n.d.). Online TEFL training. Retrieved 14 de June de 2016 from Online TEFL training: http://www.onlinetefltraining.com/wpcontent/uploads/2013/11/SpeakingUnplugged-30Activities.pdf 7. Wilson, B. (2016, June 15 ). Auto English.org. Retrieved from Auto English.org: http://www.autoenglish.org/speaking.htm !

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SUPER HEROES Author: Antonieta Hernández

•

Skill: Listening

•

Objective: Students paraphrase the ideas of a song.

•

Procedure: ! Students will listen the song Super heroes (script). ! Teacher will open a forum where students will paraphrase the song. ! Teacher will do open questions about the main message of the song. ! Students will do groups of five and will search for a video clip of a song they like to present it to the class.

•

Resources: ! Cd player.

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AUSTRALIA Author: Rony Macario

•

Skill: Listening

•

Objective: The students develop their listening skill in order to understand what they have listened through activities in the learning process and at the same time make their learning more meaningful.

•

Procedure: 1. Filling the gaps: ! The teacher provides to the students a sheet of paper whit the story about Australia. ! The teacher reads aloud the story and the students carefully listen, and filling the missing words. ! On the board the teacher write down the words that the students choose the write one.

Unique

Australia

Climate

tourist

Population

desert

land

Believed

beaches

as

society

island

Between

colony

Europeans

2. The teacher reads about the Australia.

Australia is a ___________ (1) continent located in the Southern Hemisphere. It lays _______________ (2) the Pacific and Indian oceans and has a land area of over seven million square kilometers.

The ___________ (3) in Australia ranges from tropical in the far north to temperate in the south. Approximately one third of Australia is _____________ (4). Because it is a geographically isolated country, Australia has many animals that are __________ (5).

Some of these are the kangaroos, koalas, emus, dingoes and platypuses.

The first people to come to__________ (6) were the Aborigines. It is ____________ (7) that they arrived here about 60,000 years ago. In 1770, Captain Cook was the first European to ___________ (8) on the east coast to claim Australia for Britain. In 1788, Governor Phillip arrived in Port Jackson (now Sydney) to set up the first __________ (9). Originally it was a

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93

place for British prisoners. When the ___________ (10) came to stay, there were approximately 300,000 Aboriginal people living in Australia.

The ____________ (11) of Australia reached 20 million in 2005. Sydney is the largest city with 4,305,500 people __________ (12) at July 2004. Australia is a multiracial and multicultural ____________ (13) where people from over 200 countries have made Australia their home. When ____________ (14) visit Australia, they can visit such place as the Great Barrier Reef off the Queensland coast, Sydney with its ____________ (15), the Opera House and the Harbors Bridge and numerous other places - too many to mention here. Whether a visitor likes the country or city, there is much to see here in Australia.

3. After finishing the story the teacher could: ! Verify the correct answers: 1. island

9. colony

2. between

10. European

3. climate

11. population

4. desert

12. as

5. unique

13. society

6. Australia

14. tourist

7. beileved

15. bacher

8. land!!

!

References: (Australia) www.agendaweb.org/listening/elem_interm.htm !

94

LISTEN AND THROW Author: Elsa Monzón •

Skill: Listening

•

Objective: !

Assess student´s performance and following directions through the collective work. !

•

Procedure The teacher: ! Organizes the students by making groups of three or four. ! Gives each student a piece of paper that will be their team color. ! Have them scrunch the paper into a ball. ! Place three baskets in the middle of the circle, each with a possible answer written on it. ! Ask questions relating to the listening exercise, this should be something that appears near the end of the dialogue. Example whose party is? ! What time did they arrive? etc. ! The students: ! Listen to the dialogue and throw their paper ball when they know the answer. ! Finally the teacher counts the colors in the correct basket to determine the winner.

•

Resources ! Baskets, pen, pencil and paper.

References: Retrieved from http://www.fluentu.com/english/educator/blog/esl-listening-activitiesintermediate/ !

95

SECRET MESSAGE! Author: Nohemí Morales •

Skill: Listening

•

Objective: Identify the right words and sentences through listening activities inside the classrooms in order students learn through fun activities.

•

Procedure: ! Make two teams and have each stand in a line (parallel with each other). ! Take two students from the front of each line outside the classroom and whisper a sentence to them (e.g. “Tonight it is going to rain and tomorrow it is going to be sunny”). ! Then the students come back and whisper the sentence to the next S, who in turn whispers it to the next, and so on down the line. ! The student at the end either writes the correct sentence on the board or says the sentence to the teacher (depending on the level of the class). ! Points are awarded: 2 points for a perfect sentence, 1 point for nearly perfect and a bonus point if the team finished first and got the sentence right. ! Then do it again with two new students.

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•

Resources: ! Paper, markers. Ideas

References: 1. Blackmore, A. (2005). TeachingEnglish . Retrieved from https://www.teachingenglish.org.uk/article/motivating-speakings 2. Harmer, J. (2007). How to teach English . England: Pearson Longman.

3. Journal, T. I. (2014). Interactive Writing in the EFL Class. Retrieved from Interactive Writing in the EFL Class: ttp://iteslj.org/Techniques/MassiWritingTasks.html 4. Soup, P. (2016). Poetry Soup . Retrieved from Poetry Soup : http://www.poetrysoup.com/emily_dickinson 5. Soup, P. (2016). Poetry Soup. Retrieved from Poetry Soup: http://www.poetrysoup.com/walt_whitman 6. Thornburry, S. (n.d.). Online TEFL training. Retrieved June 14, 2016, from Online TEFL training: http://www.onlinetefltraining.com/wpcontent/uploads/2013/11/SpeakingUnplugged-30Activities.pdf 7. Wilson, B. (2016, June 15 ). Auto English.org. Retrieved from Auto English.org: http://www.autoenglish.org/speaking.htm

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THE STORY Author: Pamela Muñoz

•

Skill: Listening

•

Objective: Help students to develop their listening comprehension without reading the script.

•

Procedure: ! First the teacher gives a short background about the story. (The story will be about a girl with her son) ! Second, teacher reads aloud the story. ! Finally when the teacher finishes the reading he/she will write the following questions on the board and the students have to answer them individually in their notebooks: o How old was her son? o How many months had Nancy when the dog attacked them? o What happen then? Which car brand she chose?

•

Resources: ! Whiteboard, notebook

References: (2016, 01). New to America from Asia. eslyes.com. http://www.eslyes.com/eslread/ss/s001.htm

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HELLO BY ADELE (SONG) Author: Melany Rodríguez •

Skill: Listening

•

Objective: Enable the students to comprehend the main idea of the song.

•

Procedure: ! Teacher plays the song and asks to students if they’ve heard it before, and simply let them enjoy the music. ! Teacher asks to the students some questions about the title. ! Students listen to the song again, this time with lyrics. ! Teacher

can

focus

on

vocabulary

and

expressions

to

student’s

comprehension. ! Students must complete in the worksheet missing words.

•

Resources: ! Adele’s song worksheet photocopies, recorder, USB or CD with the song.

References: A. (2015, November 23,). Adele Hello Song. Retrieved July 19, 2016, from https://en.islcollective.com/ !

99

LOOKING FOR THE TREASURE Author: Lourdes Rodríguez •

Skill: Listening

•

Objective: Develop students’ listening skills by following directions.

•

Procedure: ! Get the students in groups. ! Hide an object in the classroom to students look for it. ! Give the groups a piece of paper to write the words they listen. ! Give directions and clues using preposition of place, verbs, nouns and adjectives. ! Make the students find some obstacles on their way. ! At the end win the group who find the treasure and write on the paper the most correct listened words.

•

Resources: ! Treasure (any object hidden on the classroom), obstacles, paper, pen.

References: Harmer, J. (2007). How to teach English. England. Pearson Education Limited. !

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1,2 PICK THE PICTURE Author: Karla Sosa •

Skill: Listening

•

Objective: Identify a series of pictures by listening carefully the sequence of the story.

•

Procedure: ! Scatter a lot of flashcards that students have already leaned around the room and have the students sit on floor. ! Play a story that incorporate all of the flashcard pictures, as the teacher says the flashcard word the student nearest that card must touch it. For example, if students have learned lots of animal vocab the story could start “Once upon a time there was a farmer who had some cows (touch), sheep (touch) and pigs (touch). One day he was surprised to see lots of new animals on his farm. Next to the gate was a zebra (touch) and in the pond was a hippo (touch …), etc.”.

•

Resources: ! Flashcards, recorder, CD / USB.

References: 1. Blackmore, A. (2005). TeachingEnglish . Retrieved from https://www.teachingenglish.org.uk/article/motivating-speakings 2. Harmer, J. (2007). How to teach English . England: Pearson Longman.

3. Journal, T. I. (2014). Interactive Writing in the EFL Class. Retrieved from Interactive Writing in the EFL Class: ttp://iteslj.org/Techniques/MassiWritingTasks.html

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IDENTIFYING THE SOUNDS Author: Brenda Vásquez •

Skill: Listening

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Objective: Identify affirmative and negative present perfect Statements

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Procedure: ! Listen and watch the songs on the following source: https://www.youtube.com/watch?v=zZ28SB0sfks ! Identify the Present perfect statements. ! Write it in the following list: Example: I´ve seen, I have been, I haven´t found.

1. _______________________________ 2. _______________________________ 3. _______________________________ 4. _______________________________ 5. _______________________________ 6. _______________________________ 7. _______________________________ 8. _______________________________

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Resources: ! Computer, speakers, projector, worksheet

References: Youtube Present Perfect songs retrieved from https://www.youtube.com/watch?v=zZ28SB0sfks on June, 17 2016

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102

SECCIÓN DE IDIOMAS

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