English skills booklet by BOOKLET ENGLISH ACTIVITIES 2017

Authors María Antonieta Ramírez Selpúlveda Ana Julissa Axpuac María José Alvarez Laura Lisette Muñoz Lima Wendy Karina Salazar Flores Andrea Shadyna Esquivel Escobar Maury Johanna Iboy Guzmán Milcie Fernanda Ramírez Cuchijay Eri Bilgai López Vásquez Katy Rossana Quan Rodas Evelin Yadira Roca López Silvia Lorena Pineda Kenneth Alexander Ramírez Gómez Karla Ivette Morales Blanca Lucrecia Escalante Franco Gilma Veronica Pichiyá Bal Joaquin Armando Pelicó Lilian Lorena Castillo Rodríguez Laura Ana-Hí Cáceres Rivera Lidia Aideé Marroquín Salvatierra Virgilio Antonio Ramírez Morales Ana Patricia Boch Tzoc Alexis Orlando Vásquez García Dorcas Eluvia Solórzano Estrada

Guatemala, 2017

The students of the ninth cycle of the Licenciatura en Lingüística del Idioma Inglés

INDEX Introduction…………………………………………………..

1. Listening Activities……………………………………....

1.1

Accessing the TED talk …………………………………...

1.2

Answering machine…………………………………….......

1.3

Be confident………………………………………...............

1.4

Biography………………………………………………........

1.5

Choose your song! ........................................................

1.6

Create chain stories ……………………………………….

1.7

How to speak English fluently …………………...............

1.8

Interview a classmate and listen to the facts ………..….

1.9

Lake of diamonds ………………………………………….

1.10 Listening ………………………………………...................

1.11 Listen and draw ………………………………………........

1.12 Listen for lies ………………………………………….........

1.13 Listen the song “sorry” ………………………………........

1.14 Listen to audio about teens, tv and depression…………

1.15 Music shuffle ………………………………………………..

1.16 Playlist …………………………………………………........

1.17 Pronunciation activity ……………………………………...

1.18 Retelling a story ……………………………………………

1.19 Retelling the story ……………………………………........

1.20 Sing me a song …………………………………………….

1.21 The teacher says……………………………………………

1.22 Theater play ………………………………………………...

1.23 Watch video and transcript……………………………….

1.24 Work …………………………………………………………

2. Reading Activities……………………………………....

2.1

A night out in Newcastle ………………………………......

2.2

After reading spinner …………………………………..…..

2.3

Autobiography ……………………………………………...

2.4

Book club discussion ………………………………….…..

2.5

Book report ………………………………………………....

2.6

Book tasting ………………………………………………...

2.7

Chain stories ………………………………………………..

2.8

Crazy dice!!! ………………………………………………...

2.9

Create a book club discussions ……………………….....

2.10 Create chain stories ……………………………………….

2.11 Draw a series of pictures illustrating the story ………….

2.12 Monthly magazine reading ………………………………..

2.13 Prime your knowledge …………………………………….

2.14 Reading ………………………………………………….….

2.15 Reading comprehension …………………………………..

2.16 Reading corner! …………………………………………….

2.17 Reading switching books ………………………………….

2.18 Scanning a job advertisement …………………………....

2.19 Students using e-books …………………………………...

2.20 The main attraction ………………………………………...

2.21 Time capsule ……………………………………………….

2.22 What´s wrong? ……………………………………………..

2.23 What´s wrong? ……………………………………………..

2.24 Write your own story ……………………………………….

3. Speaking Activities……………………………………....

3.1

Achievements, dreams and ambitions …………………..

3.2

Cook like a chef! ……………………………………………

3.3

Debate ………………………………………………….…...

3.4

Debate games ……………………………………………...

3.5

Definitions lists ……………………………………………..

3.6

Describe a photo or picture ……………………………….

3.7

Doctors and patients ………………………………………

3.8

Filling the gap ………………………………………………

3.9

Fruit salad preparation presentation ……………………..

3.10 Game board on the floor! ………………………………….

3.11 How do i get to…? …………………………………………

3.12 Investigative journalist ……………………………………..

3.13 Investigative journalist ……………………………………..

3.14 Not-stop questioning ………………………………………

3.15 Order the story ……………………………………………..

3.16 People who… ……………………………………………...

3.17 Playing cards ……………………………………………….

3.18 Speaking ………………………………………………..…..

100

3.19 Speaking chart ……………………………………………..

101

3.20 The future of 2035 …………………………………………

103

3.21 Visit to the library …………………………………………..

105

3.22 What were you doing…? ………………………………….

106

3.23 What‟s the question? ……………………………………..

107

3.24 What‟s the question? ………………………………………

109

3.25 Evaluation Tools ……………………………………………

110

4. Writing Activities……………………………………........

113

4.1

A dark and stormy night …………………………………...

114

4.2

A perfect story ……………………………………………...

116

4.3

A wonderful day ……………………………………………

118

4.4

After watching a movie …………………………………….

120

4.5

Class magazine …………………………………………….

121

4.6

Copy cat …………………………………………………….

122

4.7

Creative diary… ……………………………………………

123

4.8

Descriptive writing ………………………………………….

124

4.9

Eulogy ……………………………………………………….

125

4.10 Let‟s build your own story …………………………………

126

4.11 Matching and answer the questions ……………………..

128

4.12 My autobiography ………………………………………….

131

4.13 Personal information ……………………………………....

133

4.14 Picture description …………………………………………

135

4.15 Poster board story …………………………………………

136

4.16 Retelling the story ………………………………………….

138

4.17 Show, don´t tell …………………………………………….

139

4.18 Students blog ……………………………………………….

141

4.19 The careful observer ………………………………………

143

4.20 What would you do if you were a king? ………………….

144

4.21 Writing …………………………………………….…………

145

4.22 Writing a story on the OHP ……………………………….

146

4.23 Writing pictures! ……………………………………………

147

4.24 Writing post cards ………………………………………….

149

4.25 Evaluation tools …………………………………………….

151

INTRODUCTION Through years of researching and the implementation of recent methodologies teaching-learning process has discovered that the ability to communicate in a second language is not a single unified skill. It has the four separate major skill areas: listening, speaking, reading and writing, each one of this with sub skills, in the case of listening and reading subdivided in micro and macro skills. For this reason, a teacher should develop a wide range of activities that have been specially designed to incorporate the most language skills simultaneously; it encourages students to build a well-rounded development in the four areas of learning and production.

By Implementing this variety of tools in lesson planning, studentÂ´s motivation will increase and allotted of time will be taken in advance. As much the class is planned, the most communicative competence teachers obtain from students. It is really important to assign a meaning tasks, homework or activity that represents an opportunity to develop an input and output learning in Listening: songs, role plays, real conversations etc. Reading: extensive and intensive reading, written grammar drills cards, etc. Speaking: pair dialogue, singing, greetings, pronunciation practice, oral speed reading, role plays, etc. Writing: Essays, paragraphs, write sentences fill in the blank, short stories, dialogue scripts, journal entry, etc.

All these are not old fashion tools but the way that a teacher can combine them will be the key to offer students the opportunity to acquire knowledge and practice the target language.

In order to cover all these aspects and offer support to English teachers emerged the need of the creation of this booklet. Therefore, this booklet provides a variety of activities for different levels based on the Common European Framework (CEF) students.

Each activity is well explained and represents new ideas,

creative material, and a well- planned set of activities that will encourage students to learn a foreign language by evidencing their own ability to create a sense of confidence.

We hope you enjoy it and take advantage of all the activities you will find here!

Accessing the TED Talk Activity:

Accessing the TED Talk

Author´s name:

Lilian Lorena Castillo

Micro-Skill:

Selective listening

Objective:

Students will be able to listen with increased attention to information, conversations and stories. B2

Level:

Material / Resources:  Computer  Internet  Videos  Pens of different colors

Description: Go to www.ted.com and find an interesting video by clicking the “Watch” or “Discover” tabs or by using the “Search” function. After pressing the play button, you will see a small “Subtitles” icon below the video on the right. Make sure the selected video has subtitles in English and your first language by clicking the icon. Note: I recommend the video by Carol Dweck, The Power of Believing That You Can Improve, which discusses “the idea that we can grow our brain‟s capacity to learn and to solve problems.” Subtitles are available in Chinese, Korean, Spanish, and many other languages. However, your students may choose any video! TED TALK ACTIVITY 1 1. 2. 3. 4.

You will need three pens, each of a different color (e.g., black, blue, and red). First, watch the TED Talk video without subtitles. Do not pause the video. Take notes in the Notes section. Second, watch the video with English subtitles. Do not pause the video. Add more information to your notes using a pen with a different color ink. Finally, watch the video using subtitles in your first language. Add more information to your notes using a pen with a different color.

5 5. 6.

Look over your notes and add questions and key words to the Notes section. Answer the Activity 1 Reflection Questions. http://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can _improve and then go to Activity 2.

TED TALK ACTIVITY 2 1. After pressing the play button, you will see a small “Transcript” icon below the video on the right. Click on the icon and make sure the transcript is in English. 2. Read through the transcript for new and interesting vocabulary. Record these words and phrases in the Vocabulary section of your journal. 3. Choose a section of the transcript that is one to two minutes long and copy the text. 4. Go to the cloze test creator at http://l. georges.online.fr/tools/cloze.html. 5. Paste your text in the yellow box and select “Interactive” and “No clues” below the yellow box. 6. On the right side of the website, choose how many words should be removed. 7. Replace “n” with a number. For example, if you choose “5,” the website will delete every fifth word. If you choose a small number, you will have many missing words. 8. If you choose a large number, you will have only a few missing words. If you leave “n,” 9. the number and pattern of missing words will be random. I recommend choosing a 10. small number or just leaving “n.” 11. Click on “Submit.” 12. You now have an interactive gap fill. 13. Listen to the TED Talk video again in English and complete the gap fill. Do not look at the clues! 14. Do Step 9 at least twice. Write down your score each time. 15. Print your gap fill and submit it with your journal. 16. Answer the Activity 2 Reflection Questions.

References: Schmidt, Anthony. Listening Journals for Extensive and Intensiive Listening Practices. Retrieved from: https://americanenglish.state.gov/files/ae/resource_files/etf_54_2_pg0211.pdf

ANSWERING MACHINE Activity:

Answering Machine

Author´s name:

Evelin Roca

Micro-Skill:

Selective Listening

Objective:

Students are going to be able to listen and remember specific information about the message they need to transmit.

Level:

Material / Resources: 1. Speakers 2. Notebook 3. Pen

Description: 1. 2. 3. 4.

Teacher is going to play the record of a voicemail. Students need to take note about important information from the message. Teacher will give students some questions for them to answer. Students need to complete answers and provide information to teacher to see if they did it correct.

Example: “Hi Sam, this is Eliza Jones calling from Family Dental Group. This is a call to remind you that you have a dentist appointment with Dr. Marshall tomorrow, Wednesday the 24th at 4pm. We look forward to seeing you. Again, this is Eliza Jones calling to remind you of your appointment tomorrow at 4pm. Please call me back at 586-314-7927 to confirm this appointment.” Test-takers see: Please answer the following questions after you hear the passage. 1) a. b. c.

Who is calling? Sam Dr. Marshall Eliza

2) a. b. c. 3) a. b. c.

Why is the call being placed? A reminder from the dentist A reminder to go to dinner. A reminder for a job interview. What time is the appointment? Family Dental Group 4:00pm 586-314-7927

4) a. b. c.

What day is the appointment? 4:00pm Wednesday Family Dental Group

5) a. b. c.

Does Sam need to call Eliza? Why? Yes, to confirm the appointment time. No, she does not want to see him. Yes, they are meeting for dinner.

References: ESL Assessments. Retrieved from: http://eslassessments.weebly.com/listening.html

“Be confident” Activity:

“Be confident”

Author´s name:

Karla Ivette Morales Chinchilla

Micro-Skill:

Attentive listening

Objective:

Level:

Students will be able to answer questions according with their understanding of a video. B1-B2

Material / Resources: 1. 2. 3. 4. 5. 6. 7.

Video Devices (Computer, projector, speakers). Students Teacher Notebooks Classroom Questionnaire

Description: 1. Teacher explains students that they are going to watch the video “Be confident” (three times). 2. The first time students watch the video paying attention. 3. The second time students take notes of the video. 4. After the third time, teacher writes on the whiteboard a questionnaire that students copy in their notebooks and answer, according with the video. Suggestions for the questionnaire:  What were the names of the three boys?  What happened in the first championship?  What happened in the last championship?  Who was the captain?  What have in common the personalities of the essays with the boys? (explain in your own words)  Mention what values did you watch on the video?  What did you learn of the video?

9 5. Then, teacher asks students to share their answers (can be volunteer or selected students for teacher). 6. To finish, teacher shares with students his/her opinion of the video, and allows that students that want to share their opinion do it. References: Source: video from Youtube.com Link: https://www.youtube.com/watch?v=EsNRVm3YR_I

Biography Activity:

`Biography´.

Author´s name:

Dorcas Solórzano.

Micro-Skill:

Selective listening.

Objective:

Students will be able to develop the language input through listening to short, controlled texts.

Level:

A-2 Level

Material / Resources:   

Text to read. Sheet questions for the student to answer. Key Answer.

Description: a. The teacher read the text b. The student gets a general idea of what´s being read. c. Students take a look at the possible questions. d. The teacher read through the passage for the second time, but this time faster. e. The student complete the answers and then the teacher reviews them along with the group.

References: http://www.english-the-international-language.com/listening/listening1.html

Script. Biography I was born in Woolwich, London on April 11th, 1964. I started school when I was five, and went to three schools before leaving at sixteen. I didn't like school, but my favorite subjects were math‟s and physics.

11 I started work as an office boy for Lewisham Council in 1980, and had several different jobs before going to university in my mid-twenties, where I graduated in computer science. I worked as a computer technician in a library for three years before going to Japan in January 1998. I got married on February 25th 1999, and our daughter was born in September of the same year.

1. What year was he born? 19 ____ 2. Did he like school? Yes___ No ___ 3. What were his favorite subjects?  Maths and ... English___ History ___Physics ___ 4. Where did he work as a computer technician? In a(n) ... office ___library ___ school ___ 5. Where did he go in 1998? China ___Japan ___ Taiwan ___ 6. What year was his daughter born? 19 ___

Key answer: 1. He was born in 1964. 2. He didn't like school. 3. His favorite subjects were maths and physics. 4. He worked as a computer technician in a library. 5. He went to Japan in 1998. 6. His daughter was born in 1999.

Choose your song! Activity:

Choose your song!

AuthorÂ´s name:

Kenneth Ramirez.

Micro-Skill:

Selective listening.

Objective:

Students will be able to develop listening skill by listening and practicing their favorite songs in order to produce English by talking about the songs.

Level:

A2.

Material / Resources: 1. 2. 3. 4. 5. 6.

Photocopies of the worksheet. Speakers. Laptop. Internet. The commitment to send to the parents. Printed lyrics.

Description: 1) Students have to look for their favorite song. They download it and they start practice it until they reach the goal which is to understand the song and sing it with no pronunciation problems. 2) Teacher sends a note to parents in order for them to be aware about the activity and sign a commitment as responsible during the process to check if their son/daughter are practicing and doing all the activities required from the teacher. 3) Each student prints the lyrics of his/her favorite song (in order for teacher can see and analyze the content of it). 4) After teacher authorizes the song, students start practicing the song. 5) Students will have three weeks for practicing the song. 6) One week before the presentation teacher gives students a worksheet in which students have to complete the following information: -

SongÂ´s name Author (s) Singer/band

13 -

Gender English lyrics of the song Translation of the song to Spanish by using dictionary only. Analysis of the lyrics by writing a personal comment about it. Vocabulary box by choosing 10 unknown words from the song and writing their meaning in English.

7) The day of the presentation students have to present the song individually by singing it. Teacher encourages students. Students bring the song in an USB or in a CD.

References: 1) Adapted from: Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison-Wesley. 2) WorksheetÂ´s link: https://drive.google.com/file/d/0By8TkdC4d75ccDNhV1BfX1ZPY3c/view?usp=sh aring

Create chain stories Activity:

Create chain stories (Extensive Listening)

AuthorÂ´s name:

Katy Rossana Quan Rodas

Micro-Skill:

Informative

Objective:

Level:

The students will be able to comprehend the script to answer the questioner. B2 -C1

Material / Resources: Script or play recording and questioner

Description: 1. 2. 3.

Teacher will read script or play recording Students will hear recording twice. The students answer the questions to assess listening comprehension.

References: http://www.tefl.net/esl-lesson-plans/esl-activity-dictation.htm

How to speak English Fluently Activity:

How to speak English Fluently

Author´s name:

Maury Johanna Iboy Guzmán

Micro-Skill:

Therapeutic, Selective listening

Objective:

Student will be able to listen other methodology to encourage them to speak English in a fluently way, by listening the instructions that a teacher from Learn Real English Academy recommends.

Level:

Material / Resources: 1. 2. 3. 4.

Copy of the graphic organizer CD / USB / Cellphone with the audio or video from You Tube CD player / speakers Blue or black pen

Description: 1. Teacher gives to the students the graphic organizer to read previously the information they have to listen. 2. Teacher start to review the new vocabulary and will read and explain the graphic organizer to the students. 3. Teacher plays the audio, students listen it with their eyes closed, focusing their minds and body to the audio. 4. Teacher plays again the audio and students will take notes with pencil in the back of the sheet. 5. Students should fill the pictures of the graphic organizer. 6. Teacher plays the audio the last time to let students check their ideas.

References:  

https://www.youtube.com/watch?v=bwwt1ypO8Ng https://www.youtube.com/watch?v=IkoZAL_p-SI

Interview a Classmate and Listen to the Facts Activity:

Interview a Classmate and Listen to the Facts

AuthorÂ´s name:

Laura MuĂąoz

Micro-Skill:

Selective Listening

Objective:

Students will be able to identify facts classmate will say about during an interview. B1

Level:

Material / Resources:

Description: 1) Students will be divided in pairs. 2) Student A-B 3) Student A will ask questions about personal things, for example things he/she likes and dislikes, favorite color, favorite animal, and so on. 4) Student B will do the same as student A. 5) Students take turns to explain what he/she listened about his/her classmate. 6) Students have to explain to their classmates the important facts about the interviewed.

References: Adapted by Laura MuĂąoz

Lake of Diamonds Activity:

Lake of Diamonds

Author´s name:

María Antonieta Ramírez Sepúlveda

Micro-Skill:

Attentive Listening

Objective:

Students will be able to develop understanding of the language and use of vocabulary, in the classroom as well as enhance oral language proficiency.

Level:

B-1

Material / Resources: Reading material

“Lake Of Diamonds”

Description: 1

Teacher captures the students‟ attention prior knowledge and experiences.

Teacher makes a review of the vocabulary and expressions.

Students predict what will happen in the story.

Teacher reads the story

Teacher asks questions to students about the story.

by connecting their

“Lake Of Diamonds”.

Teacher asks students to take active part in the story-telling, by making comments about it and providing a different ending, students share how they would like the story ends.

References: You may get this material From this site https://www.teachingenglish.org.uk/blogs/rama-meganathan/telling-a-story

19 The Lake of Diamonds Sujata. C

The village of Paritaal had got its name from the lake in the middle of it. The lake was the life of the village. Stories were told of diamonds that lay buried beneath the lake-bed. But this summer things were different. There had been no rains for two years and the threat of another drought was looming over Paritaal. The lake had dried up. Eight-year-old Abdul lived with his family in the village. His grandfather was the village sarpanch. One evening the whole village gathered to discuss the delayed rains. Vigyan, a wellread man and Haji, the potter asked the sarpanch about the legend of the buried diamonds in the lake-bed. “Let‟s all dig up the lake and find the diamonds. Then we won‟t be hungry and poor anymore.” “Yes, yes, we must do that,” agreed Laxman, the carpenter. The sarpanch and the priest were worried. If it did not rain this year there would be mayhem. Hunger and poverty would make beasts out of men. Abdul knew how difficult it was for them to get water. His mother and sister would be away for more than half the day, as they had to walk five km to fetch drinking water. They could not carry much water, just three pots. It was the same story in every house. The villagers insisted that they should be allowed to dig up the lake and find the diamonds. Vigyan tried to dissuade the villagers and instead suggested that they should all wait and if they wish they should offer prayers. Abdul‟s grandfather managed to convince the villagers to organize mass prayers. But there were a lot of people who did not believe in the power of prayer and felt that the sarpanch was cheating them by not allowing them to dig up the lake-bed. Two days was too long a wait. Haji, the potter, whose idea it was to dig up the lake, was very restless. For Laxman this whole business of praying seemed foolish. Every member in his family including himself had been reduced to a bag of bones. He wanted to dig up the lake-bed. And that‟s what he did. He kept at it all night aided by the light of the moon. The day of prayers came. Before sunrise, all the villagers gathered at the lake, knelt down on the dry lake-bed and prayed. Abdul too had gone with his grandfather. It was a beautiful sight to see people united in adverse times. Just as the sun rose, Vigyan came along with people and they had a yagna on the caked lake-bed. Just then, the villagers discovered Laxman‟s attempt to dig the lake. The sight of the dug-up lake-bed was like a trigger that had been pulled up. The villagers seized any implement they could grab – pick-axes, spades, shovels, crow-barsand started digging.

20 By afternoon it was baking hot. The sarpanch pleaded with them to stop but no one was in the mood to listen. By night, the lake was at least five times deeper than it was. Not a single diamond had been found. Like madmen they kept digging all night. By daybreak the lake was really deep. Suddenly water started oozing out. The soil became slushy and the digging stopped. Ropes had to be let down to pull the men up. The men were disappointed that there were no diamonds. It took the wisdom of the sarpanch, Vigyan and others to show the men that water was the greatest treasure they could have. “Where there is water, there is work; where there is work there is wealth and prosperity,” said Abdul‟s grandfather. The men saw the point. They were tired, but ready to plough their lands and prepare for prosperous times. (Young World, The Hindu, Tuesday, July 14, 2009)

Listening Activity:

Listening

Author´s name:

Lidia Aideé Marroquín Salvatierra

Micro-Skill:

Selective listening

Objective:

Students will be able to identify word missing.

Level:

Material / Resources: Worksheet CD player/ Computer Song Lemon Tree Fools garden/https://www.youtube.com/watch?v=sJQYoGyEtDs

Description: 1. The teacher will give a worksheet to each student to read the instructions together, and read the information about the group. 2. Once they finish to read all the instructions and the information they will start listening the song for the first time 3. Then the teacher will play for the second time and the students will complete the missing preposition in the worksheet given. 4. In the last step the teacher may project the lyrics so the students can check their answers.

References: https://en.islcollective.com/resources/printables/worksheets_doc_docx/prepositions__lemon_tree/prepositions-prepositions-listening/489

Listen and draw Activity:

Listen and draw

Author´s name:

Alexis Orlando Vásquez García

Micro-Skill:

Listening

Objective:

Level:

The Students will be able to describe objects.

Material / Resources: Students, sheets, pens, pencil, crayons, markers radio, eraser, sharpener.

Description: 1. Students have to listen the audio. 2. Students have to draw the audio‟s describe. 3. Students have to compare the drawings with classmates. 4. Students have to preset the drawings in front of class.

References: Swanson, K. (2013). Teaching the Common Core Speaking and Listening Standards Strategies and Digital Tools. Hoboken: Taylor and Francis. http://www.robwaring.org/er/ER_info/starting_extensive_listening.htm

Listen for Lies Activity:

Listen for Lies

AuthorÂ´s name:

JOICE KATE (2015) Adaptation: Wendy Salazar

Micro-Skill:

Intensive Listening

Objective:

Students will be able to recall important information and details from a passage.

Level:

Material / Resources: NEWS PAPER OR MAGAZINE ARTICLE

Description: 1. Divide the class into two teams A and B. 2. Ask one student at a time to come to the front of the class and read aloud a passage which you have chosen, e.g. a story or newspaper article. 3. Then ask them to read it aloud again, but to make some changes. Each time a lie (or change) is read out, the students must stand up. The first team to stand up gets a point. 4. The team that didnâ&#x20AC;&#x;t get a point will send a member to continue the activity. 5. If there are few students; make it individually. 6. Changes could be also to discriminate minimal pairs.

References: British Council https://learnenglishteens.britishcouncil.org/study-break/graded-reading/walk-forest-level2

Listen the song “Sorry” Activity:

Listen the song “Sorry”

Author´s name:

Eri López

Micro-Skill:

Selective listening

Objective:

Level:

Students will be able to understand and apply the terms in basic conversations.

Material / Resources: 1. Tape recorder 2. Cd player 3. USB Memory 4. Lyric´s copies

Description: 1. 2. 3. 4. 5.

Teacher provides the students the printed lyrics and the possible words First the teacher play the song and students only listen Second students read and sing Students complete the page and sing. Students share answers

References: www.youtube.com/watch author: Justin Bibber United states of America

25 “Sorry” By Justin Bieber

Trying --

say

take --

know -- late – Honesty

mistakes

You got to go and get angry at all of my 1. ________________ you know I try but I don't do too well with apologies I hope I don't run out of time, could someone call a referee? Because I just need one more shot at forgiveness I know you know that I made those 2. ______________ maybe once or twice By once or twice I mean maybe a couple a hundred times So let me, oh let me redeem, on redeem, on myself tonight Cause I just need one more shot at second chances Yeah, is it too 3.__________________ now to say sorry? Because I'm missing more than just your body is it too late now to say sorry? Yeah I 4.______________ that I let you down Is it too late to say I'm sorry now? I'm sorry, yeah sorry, yeah Sorry Yeah I know that I let you down is it too late to say I'm sorry now? I'll 5.________________ every single piece of the blame if you want me to But you know that there is no innocent one in this game for two I'll go, I'll go and then you go, you go out and spill the truth Can we both 6.______________ the words and forget this? Is it too late now to say sorry? Because I'm, missing more than just your body Is it too late now to say sorry? Yeah I know that I let you down is it too late to say I'm sorry now? I'm not just 7._____________ to get you back on me Cause I'm missing more than just your body Is it too late now to say sorry? Yeah I know that I let you down is it too late to say I'm sorry now? I'm sorry, yeah sorry, oh Sorry Yeah I know that I let you down is it too late to say I'm sorry now? I'm sorry, yeah sorry, oh Sorry Yeah I know that I let you down is it too late to say I'm sorry now?

Listen to audio about Teens, TV and depression. Activity:

Listen to audio about Teens, TV and depression.

Author´s name:

Antonio Ramírez

Micro-Skill:

Selective listening.

Objective:

Students will be able to apply their knowledge of vocabulary and listening skills to comprehend an audio transcript.

Level:

B2 Intermediate.

Material / Resources: CD player, notebook, worksheet. Description: 1. Download the audio file from: 2. http://www.voanews.com/MediaAssets2/learningenglish/2009_02/audio/mp3/sehea-depression-kids-11feb09_0.mp3 3. The teacher will play the previously downloaded audio file to students; allow no interruptions while playing CD, no note taking. 4. Play audio again, students can take notes or write down questions. 5. Play audio for a third time, allowing students to request to stop, pause, or rewind the file. 6. Distribute the worksheet downloaded from: 7. http://www.saberingles.com.ar/listening/122.html 8. Students must fill up the missing words in the document provided for your teacher. 9. Students should deliver the worksheet to the teacher for grading. References:  http://www.voanews.com/MediaAssets2/learningenglish/2009_02/audio/mp3/sehea-depression-kids-11feb09_0.mp3  http://www.saberingles.com.ar/listening/122.html  http://virtualpostgrados.unisabana.edu.co/pluginfile.php/393378/mod_resource/co ntent/1/Micro%20and%20Macro%20Skills.pdf

Music Shuffle Activity:

Music Shuffle

AuthorÂ´s name:

Andrea Shadyna Esquivel Escobar

Micro-Skill:

Retain chunks of language of different lengths in short term memory.

Objective:

Students will develop their ability to listen to English language in different types of music genres.

Level:

Material / Resources: Speakers iPod or cellphone to play the songs List of songs

Description: 1. The teacher will play each song for a minute. 2. Student will need to fill in the chart below.

References: McCurdy Music. (2016). Music Shuffle . June 2017, de Teachers Pay Teachers Sitio web: https://www.teacherspayteachers.com/Product/Listening-Challenge-iPod-ShuffleFirst-Day-activity-2686143

♪♫♪♫♪♫♪♫ 1. If you turned on the radio and heard this music, would you: a) Turn it off b) Listen attentively c) Buy the record d) Leave it as background music Why? 2. How does this music make you feel?

3. Image someone who loves this music – describe what they look like. 4. What do you see if you close your eyes and listen? 5. If this were the background music for an advertisement, what would the product be?

Piece One

Piece Two

Piece Three

Piece Four

Playlist Activity:

Playlist - extensive listening

Author´s name:

Milcie Ramìrez

Micro-Skill:

Grammar and pronunciation

Objective:

Students will be able to improve listening and pronunciation by identifying adverbs.

Level:

B2-C1 Advanced

Material / Resources: playlist of songs, song lyrics, Cellphone app for listening to music or CD player, headsets pencil, sheets of paper.

Description: 1. Select one adjective for example “beautiful” then search and listen to three songs that it´s title is the same adjective you selected. 2. Attach the lyrics of the three songs and identify all the adverbs you may find by highlighting them. 3. Video Record yourself explaining the main idea of each song, and which of the three songs you liked the most. (duration of video at least one minute)

References: Ben Wetz, Diana Pye, Reach out Level 3 Oxford University Press

Pronunciation Activity Activity:

Pronunciation Activity

Author´s name:

Gilma Verónica Pichiyá Bal.

Micro-Skill:

Selective Listening

Objective:

Students will be able to recognize the pronunciation of the words.

Level:

Material / Resources: 1. A notebook 2. A pen Description: 1. Teacher provides the words to be pronounced 2. Teacher says the words. 3. Students listen and repeat the words. 4. Students make a sentence of each pronounced words. Is His Fish With In A Of Some Monday Put Look Good woman

References: - McVey M. Hartmann Pamela. (2010) Listening and Speaking 2. United States of America. Thomson Heinle.

Retelling a story Activity:

Retelling a story.

Author´s name:

Blanca Lucrecia Escalante Franco

Micro-Skill:

Informative Speech.

Objective:

Students will be able to retain information and retell a story with his own words.

Level:

Material / Resources: 1. Video “Anne Frank (The whole story). 2. DVD player 3. Projector.

Description: 1. Student has to https://www.youtube.com/watch?v=c25oZQrnXwc At home watch the video “Anne Frank (The whole story). 2. Student ha to https://www.youtube.com/watch?v=c25oZQrnXwc 3. In class ask the students to comment the story. 4. What is the story about? 5. Where does the story take place? 6. Does it have a moral message? 7. What would you have done if you were in Anne´s place?

References: -

My that´s English! (10 de 07 de 2016). Recuperado el 09 de 06 de 2017, de http://mythatsenglish.blogspot.com/2016/07/extensive-listening-songredemption.html Youtube (2016). Recuperado el 08 de 06 de 2017, de https://www.youtube.com/watch?v=c25oZQrnXwc

Retelling the Story Activity:

Retelling the Story

Author´s name:

María José Alvarez

Micro-Skill:

Listening comprehension, Information Transfer, Selective

Objective:

Students will be able to practice using there is / are and the present continuous. B1

Level:

Material / Resources: Paper Pencils

Description: 1. Draw or find a picture of a landscape or scene. Make sure you fill the picture with people doing things and vocabulary related to the scene. 2. Give out blank pieces of paper and pencils. Describe your picture and ask the students to draw a picture based on your description. Students then describe their pictures to each other and compare results. At this point don‟t allow them to show each other their pictures. After they have described the pictures the students can then show each other their pictures and compare drawings. You can then show your picture in order for students to compare. 3. Ask the students to draw a picture similar to the example. They should be encouraged to choose different scenes such as in a park. At the fun fair. At a sports event. At a concert etc.

References: https://www.teachingenglish.org.uk/article/retelling-story

SING ME A SONG Activity:

Sing Me a Song

Author´s name:

Silvia Lorena Pineda López

Micro-Skill:

Attentive.

Objective:

Level:

Students will be able to improve Listening Ability by singing their favorite song.

Material / Resources:   

Music CDs which have the lyrics enclosed. Microphone A sheet of paper

Description: 1. Encourage the students to listen to English Pop Songs 2. Find CDs which have the lyrics enclosed. 3. Write a summary -Test the students‟ listening by comparing the original lyrics with their summary. Try to listen to songs in English again and again without referring to the words until the students can understand as much as possible. The primary aim of this activity is to listen for main ideas. Tell them don‟t be bothered by the details. After this, write a summary of the main ideas. 4. Compare the original lyrics with what they have written down. Sing along with the melody - Read the words and sing along with the track. This can be done alone or with a karaoke. 5. Do a cloze exercise – This can be done in the classroom. The teacher removes some words from a song. Listen to the song and let the students try to fill in the words that have been left out. Example: When I gave students the first period about unit one (New Century English, Book One), I chose the song “What will I be?. I choose this song because

34 the song is really beautiful. It is related to the topic of the unit. Since it was the first time for the students to contact the English lesson in the senior high school, the song is easy to understand. I hoped that my choice would help them improve their listening ability, and at the same time aroused their interests in English. The procedure is as follows. I played the song three times. A. Let them do nothing but listen to the music and get a main idea of the song. B. Look for how them the lyrics with some blanks on the screen. And this time they were required to take out a piece of paper and write down the missing words. C. The whole class sang along with the song. Meanwhile, check the answers together. If you are interested, here I attach the lyrics of the song. When I was just a little girl, I asked my mother, 'What will I be?‘ Will I be pretty? 'Will I be rich? 'Here's what she said to me: 'Que sera, sera,‘ whatever will be, will be;‘ The future's not ours to see. 'Que sera, sera, 'What will be, will be.‘ When I grew up and fell in love, I asked my sweetheart, 'What lies ahead?‘ Will we have rainbows day after day? 'Here's what my sweetheart said:‘ Que sera, sera, 'Whatever will be, will be; ‘The future's not ours to see.‘ Que sera, sera, 'What will be, will be.‘ Now I have children of my own. They ask their mother, 'What will I be? Will I be handsome? 'Will I be rich?‘ I tell them tendly 'Que sera, sera,‘ Whatever will be, will be;‘ The future's not ours to see. 'Que sera, sera,‘ What will be, will be.'

35 6. Dictate lyrics â&#x20AC;&#x201C;Don t look at the lyrics before play a song. Encourage the students try to dictate the lyrics while they are listening to the song. Play back as many times as it is necessary until they can catch the words. This will help them to listen intensively for details. In my opinion, this method is so demanding that it is only suitable for some high level students.

References: http://zxyy.xhedu.sh.cn/cms/data/html/doc/2007-04/08/24825/index.html

The Teacher Says… Activity:

The Teacher Says…

Author´s name:

Laura Ana-hí Cáceres Rivera

Micro-Skill:

Selective listening

Objective:

Students will be able to develop critical thinking by writing questions, and developing their selective listening skill. B2

Level:

Material / Resources:     

Pen Notebook Newspaper article Markers Rubric

Description: 1. Look for an article that you can find in the news. 2. Give the following instructions:  In their notebook, students have to write a set of 10 questions according to the topic.  The questions have to be guided and intended to make an interview of the character or politician mention in the newspaper article.  When finished, the teacher will call 4 students random to read their questions out loud. 3. Read the article twice and make sure that students are writing their questions when you read the article the second time. 4. Call 4 students randomly to listen and wrap up with the activity. 5. Ask for the questions and assess them with the rubric.

References: Adapted by Laura Ana-hí Cáceres Rivera

THEATER PLAY Activity:

THEATER PLAY

AuthorÂ´s name:

Ana Patricia Boch Id: 200911789

Micro-Skill:

Attentive listening: Helps to uncover the true messages that the counterparts are conveying.

Objective:

Students will be able to understand what they are listening and reading by developing efficiently their performance in a play.

Level:

Material / Resources: students -audio -written play - vary materials that students select for their performance of play.

Description: 1) A play is chosen and assign by groups. 2) Teacher provides the chosen play with audio and reading material, for practice and understanding purpose. 3) A due date is assign. 4) Teacher provides instructions. 5) Each group practices their play and prepares their scenes for the presentation in a creative way. 6) Teacher constantly checks on how students are doing in their preparation of the play. 7) Each group performs play in front of class. References: Renadya, W. A. (2017). Materials and methods for extensive listening. Recuperado el 9 de junio de 2017, de Materials and methods for extensive listening: http://www.academia.edu/2462863/Materials_and_Methods_for_Extensive_Listening

Watch Video and transcript Activity:

Watch Video and transcript.

Author´s name:

PEM Armando Pelicó Joaquín

Micro-Skill:

Selective listening.

Objective:

Students will be able to differentiate the pronunciation of words and interpret the context. B1-B2 Intermediate.

Level:

Material / Resources: Access to internet, transcript of video, worksheet.

Description: 1. Students have to go to this link and watch the video: https://www.ted.com/talks/jay_walker_on_the_world_s_english_mania 2.

Watch the video without subtitles and take notes.

Watch the video with English subtitles and add to their notes using a differentcolored pen.

Watch the video with subtitles in the native language and take notes using a different-colored pen.

Go to this link: https://www.ted.com/talks/jay_walker_on_the_world_s_english_mania/transcri pt

Fill up the missing words in the document provided for your teacher.

References: http://files.eric.ed.gov/fulltext/EJ1104020.pdf https://www.ted.com/talks/jay_walker_on_the_world_s_english_mania https://www.ted.com/talks/jay_walker_on_the_world_s_english_mania/transcript

Work Activity:

Work

AuthorÂ´s name:

Ana Julissa Axpuac HernĂĄndez.

Micro-Skill:

Selective

Objective:

Students will be able to listen to five different people talking about their jobs by practicing intensive listening skills.

Level:

Material / Resources: 1. Speakers. 2. Audio Link for the audio: http://ad5f4fbc0b0633b115927a109b8f08b1a5a9cd571ab75c1589e6.r6.cf1.r ackcdn.com/A2_work.mp3 3. One worksheet for each student. Link for the worksheet: http://learnenglishteens.britishcouncil.org/sites/teens/files/work_-_exercises_1.pdf 4. Pencils. 5. Internet.

Description: 1. Teacher provides students Jobs vocabulary with the following words: shop assistant, teacher, dentist, cleaner, tour guide, doctor, pilot, nurse. 2. Before students listen, they should do the preparation exercise that consists in match the Jobs with the pictures on the worksheet. 3. After that students should match the speaker with the correct job on the worksheet while they are listening.

40 4. Then students should answer multiple-choice questions on the worksheet while they listen again.

References: 

LearnEnglishTeens. (2017). Work. Retrieved from: http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/work



Link for the answer sheet: http://learnenglishteens.britishcouncil.org/sites/teens/files/work_-_answers_1.pdf



Link for the transcript: http://learnenglishteens.britishcouncil.org/sites/teens/files/work_-_transcript_1.pdf

A night out in Newcastle Activity:

A night out in Newcastle

Author´s name:

Lilian Lorena Castillo

Micro-Skill:

Skimming.

Objective:

Level:

Students will be able to match headings with the correct paragraphs.

Material / Resources:  A reading worksheet with paragraphs  Pen or pencil

Description: This activity is helpful for teachers of teenagers and adults at intermediate level and above explores the theme of things to do in a city at night. Students will have an opportunity to develop their reading skills. 1. Teacher will give the pieces of paper with the paragraphs. https://www.teachingenglish.org.uk/sites/teacheng/files/culture-newcastleworksheets.pdf 2. Students will read and match the correct paragraph with the heading. 3. Teacher will provide the answer at the end of the activity.

References: British Council. A night out in Newcastle. Teaching English Retrieved from: https://www.teachingenglish.org.uk/article/a-night-out-newcastle

After Reading Spinner Activity:

After Reading Spinner

Author´s name:

Andrea Shadyna Esquivel Escobar

Micro-Skill:

Process writing at an efficient rate of speed to suit the purpose.

Objective:

Level:

Students will develop their ability to retell the story and change some parts of the reading. C1

Material / Resources: Book “Alice in Wonderland” http://www.gasl.org/refbib/Carroll__Alice_1st.pdf

Notebook Pen Copy of the “After Reading Spinner” per student.

Description: 1. Student and teacher will read the book. 2. The teacher will spin the roulette 3. The student will need to answer the question on when the roulette stops.

References: Michelle Hudgeons. (2014). Guided Reading Games and Activities for Comprehension. June 2017 , de Teachers Pay Teachers Sitio web: https://www.pinterest.com/pin/257127459955146207/

Autobiography Activity:

Autobiography

Author´s name:

Maury Johanna Iboy Guzmán

Micro-Skill:

Reading Comprenhension

Objective:

Students will be able to research and read easy scientific reading in different professional web pages and personal comments of surgeons about cosmetic and plastic surgery, as well as their differences and similarities, the advantages and disadvantages

Level:

Material / Resources: 5. Pencil and blue or black pen 6. Copy of the worksheet

Description: 7. Teacher will divide the group in two and assign the posture (favor or against cosmetic/plastic surgery). 8. Then students should read different web pages or media to get the required information. 9. They will have two weeks to prepare the topic. 10. Teacher should make questions to promote the reading a) What is the cosmetic surgery? b) What is the plastic surgery? c) Which are the similarities between the two surgeries? d) What are their differences? e) What are their advantages and disadvantages? f) Which would you recommend? g) What about the recovery period? h) If I want to do modify my nose, how much money will I need to do it? 11. Fill the KWL Chart about the complete activity References: Adapted by Maury Johanna Iboy Guzmán

BOOK CLUB DISCUSSION Activity:

BOOK CLUB DISCUSSION

AuthorÂ´s name:

Ana Patricia Boch Id: 200911789

Micro-Skill:

Reading comprehension: From described events, ideas infer links and connections are detected such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

Objective:

Students will be able to infer the ideas of a text by reading a book.

Level:

Material / Resources: -students -book -comfortable environment (relaxing background music, and sitting positions etc.) Description: 1) Select a book of interest among students. 2) Establish a date to bring book in class. 3) When students bring the books discuss the reading strategies according your criterion. Provide examples of who to apply the even though they might already know how to apply them just as a reminder. 4) Assign a due date for the reading. 5) Before due date check on how students are doing on reading by adding a word bank with unknown vocabulary that they found in book and discuss meaning. 6) In the meet-up create a pleasurable environment, do a round table with students.

47 7) Do quick scanning of passages with students, being able to switch back and forth between different parts of the language reading. 8) Start discussion. References: FLUENT U. (2017). Retrieved june 8, 2017, from FLUENT U: http://www.fluentu.com/blog/extensive-reading-activities-for-teaching-language/?lang=en -The big list of class discussion strategies. (2015, october 15). Retrieved junio 8, 2017, from The big list of class discussion strategies: https://www.cultofpedagogy.com/speaking-listening-techniques/

Book Report Activity:

Book Report -extensive reading

Author´s name:

Milcie Ramìrez

Micro-Skill:

General Understanding

Objective:

Students will be able to write book reports and improve vocabulary.

Level:

B2 Intermediate

Material / Resources: Pencil, sheets of paper, book or photocopies of the book.

Description: 1. Read the book, asks Students to read 20 minutes in class every day. 2. For each chapter ask them to write a book report as if they are a book critic, ask them to explain what each chapter makes them feel. 3. Ask them to Make a glossary of the words they do not understand for each chapter, writing it´s definition and a synonymous of the word. 4. At last, tell them to Design or Draw the FrontPage of each chapter of the book, ask them think of the most important events of the chapter, to use it to make their own design.

References: Ben Wetz, Diana Pye, Reach out Level 3 Oxford University Press

Book Tasting Activity:

Book Tasting

Author´s name:

Smith Jenna (2016) Adaptation: Wendy Salazar

Micro-Skill:

Extensive Reading

Objective:

Student will be able to develop a sense of individuality to choosing and analyzing the options he or she might have about books. Introduces to literature.

Level:

B1-B2

Material / Resources: • BOOKS (AT LEAST 3 OF DIFFERENT AUTHORS AND GENRES) • CHAIRS • TABLES • TABLECLOTHES (TEACHER MAY ASK STUDENTS TO BRING THEM) • READING ROOM (IF AVAILABLE) Description: 1. Choose 3 books based on the content of the course, after having the books picked, design a cover for all the books, in order to keep the student´s mind away of any interruption, after that make a "menu" for each one that features the book's synopsis and some reviews. Next, set up the room with some checkered tablecloths, paper place mats, and battery-operated votive candles. A copy of each book is laid on the place mat. 2. When the kids come in, they are grouped into a "party" and led to their table. Once everyone is seated, they get about 10 minutes to read and discuss the title at their table. Then, each party moves to a new table and "tastes" the choice there. • Every table will have a specific book to discuss. • If possible, play instrumental music. 3. At the end of the tasting, after each party has sampled all the books, the kids rank their choices - "1" being the book they are most excited to read, "5" being the least - and give their cards to the teacher. Then, group them into their Literature Circles. (Usually, teachers are able to give most kids one of the books in their top three slots!) References: http://musingsfromthemiddleschool.blogspot.com/2017/01/host-book-tasting-in-yourclassroom.html Jenna Smith 2016. Simple theme. Powered by Blogger.

Chain Stories Activity:

Chain Stories

Author´s name:

María José Alvarez

Micro-Skill:

Reading comprehension, Skimming

Objective:

Students will be able to interpret the reading.

Level:

Material / Resources: Books of different topics

Description: 1. Each student select a partner and choose two different books. It‟s probably more fun if they‟re on wildly different topics. 2. One student begins by reading the first chapter or a set number of pages from one book and have the partner do the same from the other book. 3. When they‟ve finished, each student have to summarize what they‟ve just read to the other person as clearly and in as much detail as they can. 4. Now switch books and read the next section. Even if their partner made mistakes, hopefully they can figure them out and have some fun correcting them.

References: http://www.fluentu.com/blog/extensive-reading-activities-for-teaching-language/

Crazy Dice!!! Activity:

Crazy Dice!!!

Author´s name:

Laura Ana-hí Cáceres Rivera

Micro-Skill:

Skimming, scanning, Reading comprehension.

Objective:

Students will be able to develop a good reading comprehension and Critical thinking in students. B1

Level:

Material / Resources:    

Cardboard box Material to decorate the box Colored markers Story that the students will read

Description: 1. Decorate a box with any color you like 2. When the box is already decorated, with colored markers write the questions in each part of the dice using the questions that you are going to use to evaluate reading comprehension. Here are some examples: * The book is about? * The main characters are? * I liked it when? * My favorite part was when? * The setting was? * I didn‟t like it when? 3. Give the copies of the story that the students are going to read, make sure that is a copy for each student. 4. Depends on how long the class period lasts make sure that everyone is finish with the reading 5. Make the dice activity as a warm up of your class and after you can make your own worksheet activities or the dice can be your main activity! References https://www.google.com.gt/imghp?hl=es419&ei=xZxNWcuQHsHHmwGzkZmoBA&ved=0EKouCAIoAQ

Create a book club discussions Activity:

Create a book club discussions

Author´s name:

Karla Ivette Morales Chinchilla

Micro-Skill:

Extensive reading

Objective:

Level:

Students will be able to discuss and give their opinions about a specific reading. Adaptable to all levels, according with the kind of reading.

Material / Resources: 1. 2. 3. 4. 5. 6.

Book or reading assigned. Whatsapp group. Devices (Cell-phone, tablet, computer, according with students´ possibilities). Students (members of the club). Teacher (moderator). Classroom

Description: 1. Inform to the ss that all of them are invited to join to the “Book Club Discussions”. 2. Monthly they are going to have an assigned book to read with the topic of the month. (check number 4) 3. Teacher is the moderator of the group, and the person in charge to give the topics and options, according with students´ interests, likes, and previous suggestions, for example for January the topic is magic, in this sense they select from three options to read about magic, for instance:  Option 1: “Harry Potter and the Philosopher´s stone” by J.K. Rowling  Option 2: “The chronicles of Narnia: The Lion, The Witch and the wardrobe” by C.S. Lewis  Option 3: “The Lord of the Rings: The fellowship of the ring” by J.R.R. Tolkien

53 4. Once the club has selected the book, they are going to join weekly all the Mondays (T can change the day, according with his/her criteria), during 30 minutes, at the end of the month, they are going to dedicate four meetings to each book (the meetings would be during recess time, so they can have their lunch together and discuss about the book, in the classroom). 5. Everybody can participate and talk about his/her opinion of the book, share vocabulary with the rest of the club and other material that they want to (videos, information about the author, etc.) 6. They also are going to have a Whatsapp group, in order to keep contact when they are not in the school or if they cannot be together in a specific Monday during the time of their meetings. 7. The club is going to respect the following rules: Group´s Rules All the member of the group:  Must to read at home, and to participate during the discussions meetings of the Mondays.  Must to suggest topics and books.  Must to interact on the Whatsapp chat, using voice messages or chating, and the most important rule  MUST TO EXPRESS USING ENGLISH. (They can share new vocabulary of the books, but also they must to communicate each other speaking/writing in English)

References: Idea adapted from the article “8 Extensive Reading activities for language learners teaching” Retrieved from the page: Foreign Language Immersion Online on June 7, 2017. Link: http://www.fluentu.com/blog/extensive-reading-activities-for-teachinglanguage/?lang=en

Create Chain Stories Activity:

Create Chain Stories

AuthorÂ´s name:

Laura MuĂąoz

Micro-Skill:

Reading comprehension

Objective:

Level:

Student will be able to understand a reading and share it.

A2-B1

Material / Resources: Two different readings

Description: 1) Students will choose a partner to work. 2) Both students have to choose two different books they like. 3) They begin reading the first chapter or a set number of pages from one book and have the partner do the same from the other book. 4) When they have finished, each one have to summarize what they have just read to the other person as clearly and in as much detail as they can. 5) Then switch books and read the next section. 6) If the partner made mistakes, hopefully student can figure them out and has some fun correcting them.

References: 1. Alex Breeden. 8 Extensive Reading Activities for Language Learners Teaching Themselves. FluentU Language Learning Blog. Fluentu.com. Retrieved June 7 th, 2017. Available on: http://www.fluentu.com/blog/extensive-reading-activities-forteaching-language/?lang=en

Draw a series of pictures illustrating the story Activity:

Draw a series of pictures illustrating the story.

Author´s name:

Alexis Orlando Vásquez García

Micro-Skill:

Reading

Objective:

Level:

The Students will be able to adapt the pictures in the story.

Material / Resources: Students, sheets, pens, pencils, markers, magazines, newspapers, books

Description: 1. 2. 3. 4.

The students have to read a short story en class. The students have to draw beautiful drawing according to the reading. The students have to adapt the beautiful drawings in the story. The students have to read the story again with the beautiful drawings.

References: https://storybird.com/chapters/i-dont-care-5/1/ http://www.orianit.edunegev.gov.il/english/cp/homepage/regFiles/Extensive_reading2A(1).pdf

Monthly Magazine Reading Activity:

Monthly Magazine Reading

Author´s name:

Gilma Verónica Pichiyá Bal.

Micro-Skill:

Skimming

Objective:

Level:

Students will be able to develop the habit to read by using own interesting readings. B1

Material / Resources: 4. A magazine 5. A pen 6. Sheets of paper.

Description: 1. Students have to read a magazine of the monthly report school activities. Here there is a link of a school magazine (in case the school does not have a school magazine) http://www.newmeis.com/school-magazines 2. Then they are going to compare and contrast different facts, ideas and characters from the reports. 3. In this activity, the students make connections about the different report and about their lives. 4. Then they write, a comment from a report they like the most, a paragraph of twenty sentences. Here the students are going to retell some activities in their own words.

References: -

Bader. C. Anton H. (2012) Keys to Better Reading. Marlton New Jersey. TOWNSEND PRESS.

PRIME YOUR KNOWLEDGE Activity:

PRIME YOUR KNOWLEDGE

Author´s name:

Silvia Lorena Pineda López

Micro-Skill:

Skimming.

Objective:

Level:

Students will be able to practice an extensive reading by skimming in an easier and more effective way. Level B1

Material / Resources:  Your favorite book  An English dictionary Description:

1. Skim through roughly the amount of text you plan on reading. Maybe a chapter or two at a time. You‟re looking for any unknown words, but mostly the ones that appear over and over again. These are the words that are going to make it easy to understand the basic plot elements of the story or the basic argument of the article. Look up a basic definition for each. 2. Add context and feeling to the definition as you read and see the word in a sentence. 3. Read over the dust jacket summary and take a good look at the cover illustration if you‟re reading a book. If you‟re reading an article, read the headline and the subheadings. From this information alone, make a prediction about what the story or article will be about. This requires you to gather all the relevant vocab and background knowledge you have of the subject, making it easier to contextualize and understand what you‟re about to read.

References: http://www.fluentu.com/blog/extensive-reading-activities-for-teaching-language/?lang=en

Reading Activity:

Reading

Author´s name:

Lidia Aideé Marroquín Salvatierra

Micro-Skill:

Reading comprehension

Objective:

Level:

Students will be able to comprehend the context from small reading.

Material / Resources: Worksheet reading Worksheet vocabulary and exercise

Description: 1. The student will read the paragraph given in the worksheet and in this way he or she can recognize the vocabulary. 2. After the reading for the first time with the teacher the students can circle the words they cannot understand and look the meaning of them. 3. Right after finish the reading answer the statements if is true or false. 4. At the end the vocabulary can be drawn.

References: http://busyteacher.org/search.html?q=reading+worksheer

Reading comprehension Activity:

Reading comprehension.

Author´s name:

Antonio Ramírez

Micro-Skill:

Detailed reading

Objective:

Level:

Students will be able to apply detailed reading techniques to understand the story and answer the questions. B1, B2

Material / Resources: Worksheet, notebook Description:

1. The teacher will deliver the worksheets to students. 2. The teacher explains the procedure of the exercise. 3. The students have 20 minutes to read the paragraph and answer the questions. 4. Students should deliver the worksheet to the teacher for grading.

References: https://www.petdarling.com › Inicio › PERROS www.imdb.com/title/tt1028532/

In front of the enormous Shibuya train station in Tokyo, there is a life-size bronze statue of a dog. Even though the statue is very small when compared to the huge neon signs flashing, it isn't difficult to find. It has been used as a meeting point since 1934 and today you will find hundreds of people waiting there for their friends to arrive- just look for the crowds. Hachiko, an Akita dog, was born in 1923 and brought to Tokyo in 1924. His owner, Professor Eisaburo Uyeno and he were inseparable friends right from the start. Each day Hachiko would accompany his owner, a professor at the Imperial University, to Shibuya train station when he left for work. When he came back, the professor would always find the dog patiently waiting for him. Sadly, the professor died suddenly at work in 1925 before he could return home. Although Hachiko was still a young dog, the bond between him and his owner was very strong and he continued to wait at the station every day. Sometimes, he would stay there for days at a time, though some believe that he kept returning because of the food he was given by street vendors. He became a familiar sight to commuters over time. In 1934, a statue of him was put outside the station. In 1935, Hachiko died at the place he last saw his friend alive. 1. Hachikoâ&#x20AC;&#x2122;s statue is small in comparison to: a. Life sized dogs. b. Huge billboard signs.

c. Huge neon signs.

2. People get together at the statue of Hachiko because: a. They like to visit the bronze statue and pray for the dogâ&#x20AC;&#x;s soul. b. It serves as a meeting point for lovers. c. People await there to meet with their friends. 3. Where did the professor work? a. In a primary school.

b. at a university.

c. at a train station.

4. Select true or false 4.1 Hachiko waited every day at the station.

True

False

4.2 Nobody gave Hachiko any food.

True

False

5. In your own concept. How can you define the following words: Loyalty and Friendship. Do you consider yourself to have these qualities? Why?

Reading corner! Activity:

Reading corner!

Author´s name:

Kenneth Ramirez.

Micro-Skill:

Scanning and skimming.

Objective:

Level:

Students will be able to comprehend a story by understanding its context and vocabulary words. A3/B1.

Material / Resources: 1. Any kind of paper (ariel cover, construcción paper, arco iris, china, crepe, etc.) in order to decorate the space where the teacher sets the reading corner. 2. Extra material as: silicon, permanent markers, masking tape, tape, oil crayons and so on. 3. A box or a container where the books will be ordered. 4. And the material that teacher will ask students in every planned activity before. 5. A stopwatch. 6. At least two books per student. 7. Magazines, articles, newspapers (in English). Description: 1) Previously teacher asks students to bring an English book, one they like (of course teacher will set the basis according with the level of students). Also, teacher asks to the principal or the coordinator for didactic material; in this case for books (for example, exist libraries or even “vintage stores” where is easy to find English reading stories in a cheaper way). 2) Teacher sets the reading corner in a space inside the class or whatever is going to be the corner.

62 3) Teacher will assign periods for reading. 4) Teacher will use a stopwatch in order to do a variety of activities by using time and developing discipline. 5) The main purpose is to students choose what they want to read or which book is attractive for them. 6) In this case, it is shown a worksheet in which students have to work after reading, but teacher can do a variety of activities after reading as: graphic organizers, panels, debates, expositions, stations, presentations, role-plays, essays, poems, etc. (in order to integrate skills). 7) It is important that teachers before start reading with students create a prereading activity as a warm-up in order to engage students, activities during the reading moment, always being carefully to not to interrupt students and finally an after reading activity as a closing activity or wrap-up. 8) If it is needed teacher can deliver some homework but the main purpose is to engage students during the class. 9) As a self-assessment after each extensive reading activity students can fill this chart in order to students evaluate their progress and can be useful for teachers as a measurer: 10)

References: 3) Adapted from: Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison-Wesley. 4) Pinterest: teacherÂ´s resources. 5) WorksheetÂ´s link: https://drive.google.com/file/d/0By8TkdC4d75ccDc0N2o0MHl5S1E/view?usp=sh aring

Reading switching books Activity:

Reading switching books.

Author´s name:

PEM Armando Pelicó Joaquín

Micro-Skill:

Reading comprehension.

Objective:

Students should be able to reinforce the reading habit by understanding ideas from reading. B2 Intermediate

Level:

Material / Resources: Books, notepads, and pens.

Description: 1.

One student and a partner choose a book each.

Each one of them will read chapter one of their chosen books.

When done reading the first chapter they will explain each other with as much detail as possible what the chapter was about.

After that they will Switch books and read chapter one of the books of their partner and discuss what was missing on her or his description.

They move to chapter two, and so on.

When they have gone thru their books, they have to discuss what the story was about.

References: http://www.fluentu.com/blog/extensive-reading-activities-for-teaching-language/?lang=en

Scanning a job advertisement Activity:

Scanning a job advertisement.

Author´s name:

Ana Julissa Axpuac Hernández.

Micro-Skill:

Scanning

Objective:

Students will be able to scan the text about work and to find information quickly to answer the questions.

Level:

Material / Resources:

7. Skillswise Delivery Services Job Advertisement worksheet. 8. One questions worksheet for each student. Link for the reading and questions worksheet: http://downloads.bbc.co.uk/skillswise/english/en05skim/worksheet/en05skim-l1-wscanning-a-job-advertisement.pdf 9. Pencils.

Description:

5. Teacher provides to the students the Skillswise Delivery Services job advertisement to students 6. Teacher provides to the students the questions sheet. 7. Teacher has to give the following instructions to the students: Skillswise Delivery Services is looking for extra staff before Christmas. Scan the advert quickly and try to find the answers to these questions. Remember, you don‟t need to read every word. 8. Students should scan the skillswise delivery service job advertisement provided for the teacher in order to answer the questions. References:

Bc.co.uk (2017. Scanning a job advertisement. Retrieved from: http://www.bbc.co.uk/skillswise/worksheet/en05akim.l1-w-scanning-a-jobadvertisement

Students Using E-books Activity:

Students Using E-books

Author´s name:

Katy Rossana Quan Roda

Micro-Skill:

Comprehension

Objective:

The students will be able to share the content of the book.

Level:

Material / Resources: Electronic book or iPad, story map and questionary.

Description: 1.

2. 3. 4.

The class reads the three e-books that get the most votes. The class forms groups of three. Each student in a group chooses one of the three books to read as their outside reading assignment. Each group discusses these three books based on the story elements of title, setting, characters, problems, major events and conclusion. Each member in a group can take turns telling the story, asking questions and retelling the story either in the classroom or an online chat room. Each group types a summary report of the three books. Students can exchange and discuss their summaries in the classroom or post and discuss their summaries in the class weblogs.

References:  A story map worksheet: http://www.educationworld.com/a_tsl/TM/WS_storymapws.shtml  An advanced story map worksheet: http://www.lefthandlogic.com/htmdocs/interventions/rdngcompr/storymap 1.shtmlhttp://www.carnegiegreenaway.org.uk/carnegie/crit.html

The Main attraction Activity:

The Main attraction

AuthorÂ´s name:

Eri LĂłpez

Micro-Skill:

Reading comprehension and supporting detail

Objective:

Level:

Students will be able to identify the main attractions that makes people interesting. A1

Material / Resources: 1. 2. 3. 4.

Copies from the reading Markers Pens Websites

Description: 1. 2. 3. 4.

Teacher explain that students first complete the table with the information After to read students must answer the questions. Before to read teacher will explain some features about the main attraction Finally students will write their personal comments about the reading.

References: 1. www.2knowmyself.com 2. www.attractionsphsychology.com

67 Read and answer the following: The main attraction Suddenly it happens. You just know he´s the man for you and you haven‟t even been introduce yet. But how do you know? And can you make sure he feels the same way? Company investigates…………… What first attract men to women? Whereas women tend to notice the eyes, teeth and smile in particular, men will be more likely to assess the face in general and pay more attention to figure and legs. According to a recent survey by Singles Magazines, these are the top ten attributes that men and women look for in each other, in order to priority. Men look for a woman who is: Attractive Sincere Slim A non-smoker With a sense of humor Affectionate Tall Kind

Women look for a man who is: Tall Professional With a sense of humor Attractive not necessary handsome Sincere Intelligent Handsome Kind

Very important

Important

Not important

Physical appearance Clothes Job or education Family Money and possession Religion Personality Politics Other Answer the following questions related to the text: 1. Which do men think are most important?________________________________ 2. Which do women think are most important? _____________________________ 3. Do you agree? ____________________________________________________ 4. Make your personal comment about the reading: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Time Capsule Activity:

Time Capsule

AuthorÂ´s name:

Evelin Roca

Micro-Skill:

Reading Comprehension

Objective:

Level:

Students are going to be able to read and analyze the reading breaking it out in different parts. B1

Material / Resources: 4. One box 5. Sheets of paper. 6. Pen

Description: 1. Ask students to carry a box to the classroom. 2. Ask the students to read a specific chapter or certain pages from the book assigned weekly. 3. After reading the assigned part of the book students needs to write at least five ideas about what they read. 4. Students are going to save the ideas in the box. 5. When they finish reading the book they are going to read all the main ideas they have and place them together to make a summary.

References: Preston, C. (2009-2017). 40 Alternative Assessment Ideas for learning. Retrieved from: http://www.teachhub.com/40-alternative-assessments-learning

What´s Wrong? What´s Wrong?

Activity: Author´s name:

María Antonieta Ramírez Sepúlveda

Micro-Skill:

Scanning Reading

Objective:

Students will be able to read and discover mistakes and inconsistencies of vocabulary and syntax of the reading material What´s Wrong.

Level:

B-2

Material / Resources: Copy of the reading material What´s Wrong

Description 1

Get students into groups of three or four.

2 3

Distributes the reading material to the students. Ask students to read one sentence of the story at a time, and decide what is wrong with the sentences in terms of vocabulary (contradictions). All errors are in the choice of vocabulary NOT in grammar.

Follow-up with a class discussion about the various problems with the text. Students work into their groups and try to substitute appropriate vocabulary for the incongruences.

6 7

Teacher solves doubts and reviews the material with students. As homework, ask students to write their own "What's Wrong?" story which will then be exchanged with other students as a follow-up activity to the lesson in the next class period.

References: You may get copy of this material in the following site www.thoughtco.com/whats-wrong-intensive-reading-1212378

WHAT'S WRONG? INSTRUCTIONS: This exercise focuses on intensive reading. Read one sentence at a time and find the inappropriate vocabulary mistake or contradiction. All errors are in the choice of vocabulary NOT in grammar. 1. Jack Forest is a baker who always provides his customers with tough meat. Last Tuesday, Mrs Brown came into the shop and asked for three fillets of brown bread. Unfortunately, Jack only had two fillets remaining. He excused Mrs Brown and promised her that he would have too much bread the next time she came. Mrs Brown, being a reliable customer, assured Jack that she would return. Later that day, Jack was sealing the shop when he the phone sang. It was Mrs Brown requiring if Jack had baked another slice of brown bread. Jack said, "As a matter of truth, I burnt some extra loaves a few hours ago. Would you like me to bring one buy?". Mrs Brown said she would and so Jack got into his bike and road to Mrs Brown's to deliver the third pound of brown toast. 2. My favorite reptile is the Cheetah. It is truly an amazing creature which can trot at a top speed of 60 m.p.h.! I've always wanted to go to the cool planes of Africa to see the Cheetah in action. I imagine it would be a disappointing experience looking at those Cheetah run. A few weeks ago, I was watching a National Geographic special on the radio and my wife said, "Why don't we go to Africa next summer?". I hopped for joy! "That's a lousy idea!", I stated. Well, next week our plain leaves for Africa and I can hardly imagine that we are going to Africa at first. 3. Frank Sinatra was an infamous singer, known throughout the world. He was a novice at singing in the "crooning" style. During the 50s and 60s grunge music was very popular throughout clubs in the US. Las Vegas was one of Frank Sinatra's favorite squares to sing. He often traveled into Las Vegas from his hut in the woods to perform in the evening. Audiences inevitably booed as he sang encore after encore to the delight of international fans from around the county.

What´s Wrong? Activity:

What´s wrong?

Author´s name:

Blanca Lucrecia Escalante Franco

Micro-Skill:

Recognize a core of words, and interpret words order patterns and their meaning.

Objective:

Student will be able to apply vocabulary according to content of the story and notice incorrect sequence of it.

Level:

Material / Resources: 1. Photocopies of the story. 2. Pen and paper.

Description: 1. 2. 3. 4.

Assign the reading “What´s wrong”. Give students 10 minutes to do the reading. Ask students to get pen and paper. Ask students to write about odd things you remember from the story.

References: My that´s English! (10 de 07 de 2016). Recuperado el 09 de 06 de 2017, de http://mythatsenglish.blogspot.com/2016/07/extensive-listening-songredemption.html - ThoughCo. (s.f.). Recuperado el 09 de 06 de 2017, de https://www.thoughtco.com/whats-wrong-intensive-reading-1212378 -

72 WHAT'S WRONG? This exercise focuses on intensive reading. Read one sentence at a time and find the inappropriate vocabulary mistake or contradiction. All errors are in the choice of vocabulary NOT in grammar. Jack Forest is a baker who always provides his customers with tough meat. Last Tuesday, Mrs Brown came into the shop and asked for three fillets of brown bread. Unfortunately, Jack only had two fillets remaining. He excused Mrs Brown and promised her that he would have too much bread the next time she came. Mrs Brown, being a reliable customer, assured Jack that she would return. Later that day, Jack was sealing the shop when he the phone sang. It was Mrs Brown requiring if Jack had baked another slice of brown bread. Jack said, "As a matter of truth, I burnt some extra loaves a few hours ago. Would you like me to bring one buy?". Mrs Brown said she would and so watching a National Geographic special on the radio and my wife said, "Why don't we go to Africa next summer?". I hopped for joy! "That's a lousy idea!", I stated. Well, next week our plain leaves for Africa and I can hardly imagine that we are going to Africa at first. Frank Sinatra was an infamous singer, known throughout the world. He was a novice at singing in the "crooning" style. During the 50s and 60s grunge music was very popular throughout clubs in the US. Las Vegas was one of Frank Sinatra's favorite squares to sing. He often traveled into Las Vegas from his hut in the woods to perform in the evening. Audiences inevitably booed as he sang encore after encore to the delight of international fans from around the county. Jack got into his bike and road to Mrs. Brown's to deliver the third pound of brown toast. My favorite reptile is the Cheetah. It is truly an amazing creature which can trot at a top speed of 60 m.p.h.! I've always wanted to go to the cool planes of Africa to see the Cheetah in action. I imagine it would be a disappointing experience looking at those Cheetah run. A few weeks ago, I was

Answer Key: Jack Forest is a baker who always provides his customers with fresh bread. Last Tuesday, Mrs Brown came into the shop and asked for three loaves of brown bread. Unfortunately, Jack only had two loaves remaining. He excused Mrs Brown and promised her that he would have too much bread the next time she came. Mrs Brown, being a reliable customer, assured Jack that she would return. Later that day, Jack was closing the shop when he the phone rang. It was Mrs Brown requiring if Jack had baked some other loaves of brown bread. Jack said, "As a matter of fact, I baked some extra loaves a few hours ago. Would you like me to bring one loaf?". Mrs Brown said she would and so Jack got into his bike and road to Mrs Brown's to deliver the third pound of brown toast. My favorite reptile is the Cheetah. It is truly an amazing creature which can trot at a top speed of 60 m.p.h.! I've always wanted to go to the cool planes of Africa to see the Cheetah in action. I imagine it would be a amazing experience looking at those Cheetah run. A few weeks ago, I was watching a National Geographic special on the radio and my wife said, "Why don't we go to Africa next summer?". I hopped for joy! "That's a lousy idea!", I stated. Well, next week our plain leaves for Africa and I can hardly imagine that we are going to Africa at first. Frank Sinatra was a famous singer, known throughout the world. He was a novice at singing in the "crooning" style. During the 50s and 60s grunge music was very popular throughout clubs in the US. Las Vegas was one of Frank Sinatra's favorite squares to sing. He often traveled into Las Vegas from his hut in the woods to perform in the evening. Audiences inevitably booed as he sang encore after encore to the delight of international fans from around the county.

Write your own story Activity:

`Write your own story´.

Author´s name:

Dorcas Solórzano.

Micro-Skill:

Reading comprehension.

Objective:

Students will be able to classify between literal and implied meaning by reading in details with specific aim and tasks.

Level:

B-1 Level

Material / Resources:   

An article to read about Abigail Adams persuading her husband. An extra ´piece of paper to write their conclusion about Abigail´s point of view. Answer key sheet.

Description: a. The teacher hand out the `persuading letter´ to each student. b. The students read the whole document and find in it, where Abigail tries to persuade her husband. c. After they finished reading, they turn the letter faced down. d. In the extra piece of paper given, they write with their own words what is Abigail trying to convince her husband to do. e. The student gives two examples of how she attempts to persuade her husband.

References: http://www.k12reader.com/worksheet/abigail-adams-persuading-her-husband/view/

74 Letter: Abigail Adams: Persuading Her Husband

Abigail Adams: Persuading Her Husband Abigail Adams (1744-1818) was the wife of Founding Father John Adams. While he attended the Continental Congress in Philadelphia in 1776, Abigail wrote to her husband often. Below is part of her letter from March 31, 1776. I long to hear that you have declared an independency. And, by the way, in the new code of laws, which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestors. Do not put such unlimited power into the hands of the husbands. Remember, all men would be tyrants if they could. If particular care and attention is not paid to the ladies, we are determined to foment a rebellion, and will not hold ourselves bound by any laws in which we have no voice or representation. That your sex are naturally tyrannical is a truth so thoroughly established as to admit of no dispute; but such of you as wish to be happy willingly give up the harsh title of master for the more tender and endearing one of friend. Why, then, not put it out of the power of the vicious and the lawless to use us with cruelty and indignity with impunity? Men of sense in all ages abhor those customs which treat us only as the vassals of your sex; regard us then as beings placed by Providence under your protection, and in imitation of the Supreme Being make use of that power only for our happiness.

What is Abigail trying to convince her husband to do? Give two examples of how she attempts to persuade him. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ANSWER KEY – Actual answers will vary. Example of correct answer: What is Abigail trying to convince her husband to do? Give two examples of how she attempts to persuade him. Abigail Adams wants to convince her husband to include better treatment of women in the laws of the new country. She tries warning him of the results if ¨particular care and_____ attention is not paid to the ladies. ¨. The women will start their own rebellion. She also _appeals to his____ common sense by saying ¨Men of sense in all ages abhor those customs...¨

Achievements, dreams and ambitions Activity:

Achievements, dreams and ambitions

Author´s name:

Maury Johanna Iboy Guzmán

Micro-Skill:

Informative speech

Objective:

Student will be able to speak about their obtained achievements, their dreams ans their ambitions about personal life, studies, Jobs or trips.

Level:

Material / Resources: 1. 2.

Blue or black pen A sheet of paper to write a guideline about their speeches

Description: 1. Teacher make a brainstorming about the definitions of the words achievements, dreams and ambitions. Once they get an agreement and recognize the difference, 2. Teacher gives 6 minutes to the students to prepare their speech about their own information. 3. After that, teacher makes groups of 4 students to share their information. 4. Then one student of the groups should share to the class a summary about the information of the group. References: Adapted by Maury Johanna Iboy Guzmán

Cook like a chef! Activity:

Cook like a chef!

Author´s name:

Laura Ana-hí Cáceres Rivera

Micro-Skill:

Public Speaking

Objective:

Level:

Students will be able to describe step by step how to prepare a recipe by using vocabulary words. A2

Material / Resources:      

Material for the brochure. The sample for the final presentation. Special material for the final presentation. The ingredients to present step by step the recipe. Rubric for the teacher to evaluate the activity. Apron and hairnet.

Description: 1. In pairs, students have to find an easy recipe of hot cakes to present in class creating different shapes or faces. 2. Students have to bring to class a sample for the final presentation and the ingredients to do the step by step presentation. 3. Each pair will create a brochure with pictures of themselves preparing the hot cakes recipe, and describing step by step how they prepare it. 4. Students have to develop the presentation of the recipe in an original way. 5. By pairs, students will present to their classmates a sample for the final presentation and the ingredients they used in their hot cakes. 6. Students need to wear an apron and a hairnet

References: https://www.google.com.gt/imghp?hl=es419&ei=xZxNWcuQHsHHmwGzkZmoBA&ved=0EKouCAIoAQ

Debate Activity:

Debate

AuthorÂ´s name:

Eri LĂłpez

Micro-Skill:

Public speaking, persuasive speech.

Objective:

Level:

Students will be able to discuss different topics and opposite arguments.

Material / Resources: 1. 2. 3. 4. 5. 6.

Printed chapter about the topic Posters and list of questions Dictionaries Books Notebooks Boards

Description: 1. 2. 3. 4. 5. 6.

Teacher provides the topic Teacher make the groups Groups position against and in favor Read the chapter and take notes Students make a list with arguments Conversation / Debate

References: www.tropical-rainforest-animals.com/pollution-effects.html www.tandfonline.com

79 Formal debate What is Pollution? Pollution, we hear it every other day at school, college and read about it in newspapers. So what is it? Pollution occurs when pollutants contaminate the natural surroundings; which brings about changes that affect our normal lifestyles adversely. Pollutants are the key elements or components of pollution which are generally waste materials of different forms. Pollution disturbs our ecosystem and the balance in the environment. With modernization and development in our lives pollution has reached its peak; giving rise to global warming and human illness. Pollution occurs in different forms; air, water, soil, radioactive, noise, heat/ thermal and light. Every form of pollution has two sources of occurrence; the point and the non-point sources. The point sources are easy to identify, monitor and control, whereas the nonpoint sources are hard to control. Let us discuss the different types of pollutions, their causes and effects on mankind and the environment as a whole. Source: www.conserve-energy-future.com/pollutiontypes.php In groups present and support different points of view, the other group listen and discuss when necessary: 1. 2. 3. 4. 5.

Do you think people should recycle newspapers? Why or why not? What can you do to make this world a better place? Do you think recycling is an important community service? How can we protect the environment and at the same time improve people's standard of living? 6. Do you think overpopulation is an important environmental issue? 7. Why or why not?

“Debate Games” Activity:

“Debate Games”

Author´s name:

Karla Ivette Morales Chinchilla

Micro-Skill:

Persuasive speech

Objective:

Level:

Students will be able to persuade the audience about a specific topic.

C1-C2

Material / Resources: 7. Cards (agree, disagree, according with the number of students). 8. Topic selected 9. Students 10. Teacher 11. Classroom Description: 1. Give each students two cards, agree & disagree. 2. Read aloud a controversial statement, and have each students hold up his/her paper stating whether they agree or disagree. Some examples of the topics:  Torture can be acceptable in certain cases.  Military service should be obligatory.  Smoking should be banned worldwide.  A woman´s place is in the home.  Corporal punishment should be allowed in school.  Your race affects your intelligence.  Software piracy is not really a crime.  Drinking age should be lowered.  We do not really need religion.  Marriage is outdated. 3. Form two sides of the class, the ones that agree one side, and the ones that disagree the other side. 4. Choose one student from each side to explain his/her position and participate in a short debate.

5. The rest of the class is the audience. 6. At the end of the speech of each student, the audience will vote to select the best speaker. 7. The winner would have the applause of the audience, also the second participant because of his/her effort.

References: Idea taken from Web Page: Busy teacher Free Speaking worksheets, Game Debates Retrieved on June 20th, 2017 Link: http://busyteacher.org/24555-game-debates.html

Definitions Lists Activity:

Definitions Lists

Author´s name:

María José Alvarez

Micro-Skill:

Public Speaking

Objective:

Level:

Students will be able to activate existing vocabulary or revise vocabulary studied in previous lessons. A1

Material / Resources: Sheets of paper Strips of paper Watch Markers Board

Description: 1. Choose a vocabulary topic (this can be vocabulary you have recently studied or a topic you want to introduce). Tell students to write a list of 10 words they associate with this topic. To make the activity shorter, reduce the number of words. 2. Pre-teach / revise structures for definitions e.g. It‟s a thing which / that.... You use it for... You find this in.... It‟s an animal / object / place... It‟s the opposite of... etc. 3. Tell students to look at their lists and give them time to think of how they can define these words (3 -5 mins). 4. Now students work in pairs (or groups of 3) to define their words. Their partner must guess the word they are defining. A faster moving, fun alternative to this activity is a team game. 5. Change the vocabulary to lists of famous people / books / films / objects. 6. Each team writes a list for another team (students can also 3 or 4 words each on strips of paper to draw out of a hat)

83 7. Pre-teach / revise structures for definitions e.g. It‟s a thing which / that.... You use it for... It‟s a film / book / object.... He/ She‟s an actor / a politician.... He‟s British / American / Spanish... 8. Each team nominates one person to define the words to their team. 9. Each team has 1 minute to define as many words as possible.

References: https://www.teachingenglish.org.uk/article/motivating-speaking-activities-lower-levels

Describe a photo or picture Activity:

Describe a photo or picture.

Author´s name:

Antonio Ramirez

Micro-Skill:

Selective spoken vocabulary.

Objective:

The students will be able to practice fluency using the previous knowledge and speaking skills to describe a photo or picture.

Level:

B1, B2

Material / Resources: A paper sheet that includes a photo and a word bank. Description: 1- Look at your picture carefully and take a minute to think before you start talking. 2- Talk for all the time you are given. You have one minute to do the task, use every second. 3- Practice the useful language from the word bank below so you can explain which part of the picture you are talking about. WORD BANK In the picture I can see ... There’s / There are ... There isn’t a ... / There aren’t any ... At the top/bottom of the picture ... In the middle of the picture ... On the left/right of the picture ... next to in front of behind near on top of under References: British council

Doctors and Patients Activity:

Doctors and Patients.

Author´s name:

Ana Julissa Axpuac Hernández.

Micro-Skill:

Persuasive speech

Objective:

Students will be able to develop oral skill by encouraging them to improvise and be prepared to answer any kind of question.

Level:

Material / Resources:

1. Notebooks and pencils to take notes. 2. This lesson can take anything from half an hour to an hour and a half.

Description:

1. Divide your class in half, half are doctors and the other half are patients. 2. Put the patients in an area of the class which becomes the waiting room. The patients should either come up with their own symptoms, or you can give them a few ideas - the one who wakes up in the morning feeling sick, the one who can‟t sleep or the one who‟s putting on a lot of weight or the one who‟s losing weight you can have any kind of ailment you want and the idea is that every patient should visit every doctor and get advice from that doctor. 3. Be careful to set a time limit for each consultation with the doctors. Once the patients have visited each doctor – they may want to make notes of the advice given – they return to the waiting area and decide who was the best doctor, and perhaps who was the craziest! Meanwhile, the doctors all get together, because they are at a medical conference, and they have to compare the advice they‟d given – and perhaps decide who was the craziest patient! 4. This activity can be used for both vocabulary and structures - you can use it for reported speech („He said...', 'He told me…‟), you can use it for practicing modals like „should‟ or „must‟, or for practicing verb patterns such as „He suggested I should...‟ or 'He insisted on my doing...‟ or 'He told me to do...‟, etc.

86 5. It‟s usually a great fun lesson, students love it because there‟s lots of speaking and listening practice and they can use their imaginations and senses of humor. References:

Doctors And Patients – Speaking Activity (TeachingEnglish | British Council | BBC, 2017) Retrieved from https://www.teachingenglish.org.uk/article/doctorspatients-speaking-activity

Filling the Gap Activity:

Filling the Gap

AuthorÂ´s name:

Evelin Roca

Micro-Skill:

Interactive Speaking

Objective:

Level:

Students are going to be able to provide and following directions by using prepositions of place. B1

Material / Resources: 7. Posters with some differences. Description: 1. Students are going to work in pairs. 2. Teacher gives each student similar pictures but with some differences. 3. Students are not allowed to see their partnerâ&#x20AC;&#x;s picture, they only need to provide description about what they see and they can ask questions to fill out the gaps. Example:

References: http://www.nclrc.org/essentials/speaking/developspeak.htm https://www.google.com.gt/search?q=eulogy&source=lnms&tbm=isch&sa=X&ved=0ahU KEwiWsHAhNjUAhUFRSYKHabzAb0Q_AUIBigB&biw=1517&bih=735#tbm=isch&q=find +the+differences&imgrc=kcy6DcFrsPlbUM:

Fruit Salad Preparation Presentation Activity:

Fruit Salad Preparation Presentation.

Author´s name:

Gilma Verónica Pichiyá Bal.

Micro-Skill:

Public Speaking

Objective:

Level:

Students will be able to present with their own knowledge and words the process of a fruit salad. B2

Material / Resources: 1. Ingredients of a fruit salad. 2. Kitchen equipment. 3. An apron Description: 1. 2. 3. 4. 5.

Teacher provides different fruit salad recipes to the students. Students will choose one recipe to present. Students have to know the fruit vocabulary, kitchen items and more. They are going to talk about the process of a fruit salad step by step. During the presentation, the students have to talk most of the time and interact with their audience until to present their final dish.

References: - Diaz C. (March 2015) Food Preparation. Retrieved from www.google.com.gt/search?q=life+of+a+student+presentation&source.

Game board on the floor! Activity:

Game board on the floor!

Author´s name:

Kenneth Ramirez.

Micro-Skill:

Informative speech.

Objective:

Students will be able to talk about things that already happened by using present perfect tense in order to introduce passive voice.

Level:

B2.

Material / Resources: 1. A dice (the size of a medium box) it has to be big in order students can be able to watch the numbers. 2. Sheet of papers (legal size) of Ariel cover or Arco iris in different colors. 3. Printed instructions for each box. 4. Tape or nylon. 5. Chocolates or candies for the winners. Description: 1) Teacher tells students they have to take off their shoes (Teacher has to bring a blanket in order to check out before the conditions of the floor). 2) Then, according with the amount of students Teacher plans how to play: individual, in pairs, groups of three or by diving the class in two groups. 3) After the groups are formed, teacher explains the instructions of the game; each student have to throw the dice and according with the amount of the dice they have to move forward and according with the box they stand on they have to do what it says. If they are not able to speak about what the box says they miss a turn, if they do it they have to stay there until it´s their turn. 4) The winner (s) is (are) the first one (s) to go to the “finish” box. 

Observations: teachers can reuse this material. In this time, the topic is present perfect tense, but teachers can use this game at the moment to tach: vocabulary, simple present or past tense, adjectives, comparatives and so on.

References: 1) Adapted from: Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison-Wesley.

How do I get to…? Activity:

How do I get to…?

Author´s name:

Blanca Lucrecia Escalante Franco

Micro-Skill:

Public communication according to situation, participants, and goals.

Objective:

Students will be able to ask and give directions by using prepositions of place.

Level:

Material / Resources:

1) Posters of places 2) Directions' signs 3) Desks Description: 1. With the help of students arrange the desks in the classroom forming blocks and streets. 2.

With chalk write the names of the streets or use poster place on the corners of the grouping desks.

3. Place the posters of the community places on the desks (you can use inclined holders). 4. Ask for a volunteer and model for the students how to ask and how to give directions. 5. Give the students a number, so that some students will have even numbers and others will have odd numbers. Student 1 will perform with student 3, student 2 with student 4 and so on. References:

Google Images . (s.f.). Recuperado el 23 de 06 de 2017, de https://www.google.com.gt/search?q=a+boy+asking+for+directions&source=lnms&tb m=isch&sa=X&ved=0ahUKEwia9LzW_9TUAhVGFT4KHV3ADGoQ_AUIBigB&biw= 1366&bih=613#tbm=isch&q=asking+for+directins+cartoon&imgrc=3Zde_sDA70qt4 M:

Investigative Journalist Activity:

Investigative Journalist

Author´s name:

Alexis Orlando Vásquez Garcia

Micro-Skill:

Informative Speech

Objective:

Level:

Students will be able to discover a new vocabulary for everyday activities.

Material / Resources: Students, sheets, microphone, pens, pencils, markers. Description: 1. It can be used in a variety of scenarios and tailored according to specific grammar or vocabulary points that you‟ve been reviewing in class. 2. The basis of investigative journalist is for students to interview one another in pairs and present their findings. It can be used for groups at all skill levels from beginning to advanced, as long as you tailor it to their levels. 3. Beginners students may do a simple version, asking their partners about their family structure, favorite colors and foods, pets and hobbies. Intermediate students could use investigative journalist to practice past tense structures by asking about their interlocutor‟s childhood. Advanced students might benefit from a murder mystery version of the game, where each student is assigned a character to play and the game concludes with the “murderer” being sussed out as a result of the questions. 4. Have fun with this game, and remember: if you give your students the tools to succeed, they‟ll surprise you!

References: Lindstromberg, S. (2004). Language activities for teenagers. Cambridge, UK: Cambridge University Press. Swanson, K. (2013). Teaching the Common Core Speaking and Listening Standards Strategies and Digital Tools. Hoboken: Taylor and Francis.

INVESTIGATIVE JOURNALIST Activity:

INVESTIGATIVE JOURNALIST

AuthorÂ´s name:

Ana Patricia Boch Id: 200911789

Micro-Skill:

Persuasive speech: Works to convince people to change in some way what they think, way of doing something or to start doing.

Objective:

Level:

Students will be able to use oral structure abilities into real time context by doing a role play game. B2

Material / Resources: -students -teacher -sheet of papers -pens

Description: 1) Choose topic or case to use. 2) Explain to students the game. 3) Introduce the case. 4) Assign each student a role or a character to play. 5) Give your students 3 to 5 minutes to get into the role. 6) Start the game. 7) The game ends with the case solution. 8) Monitor studentâ&#x20AC;&#x;s performance and provide them with the needed tools.

References: FluentU. (2017). Recuperado el 20 de junio de 2017, de FluentU: http://www.fluentu.com/blog/educator-english/speaking-activities-for-esl-students/

Not-Stop Questioning Activity:

Not-Stop Questioning

Author´s name:

María Antonieta Ramírez Sepúlveda Speaking Activity

Micro-Skill:

Speaking in Public

Objective:

Level:

Students will be able to make oral questions with different auxiliaries and tenses. B-1 B-2

Material / Resources: Copy of the template, a dice and markers or chips of different colors. Description 1 2 3 4

Get copies of the template according to the teams you decide to create. Follow the order of numbers since start to finish. Roll de the dice and count the boxes according to the number on the dice. Students follow the instructions of the box, every player will have 10 seconds to make the question, if the question is correct the other player most give a correct answer, if the question or the answer are incorrect players loose one turn to play. If the player cannot make the questions in the agreed time he loses his turn and goes back to the previous box.

If a player lands of a free box he can makes any question but it must be correct, if it is not correct the player loses one turn to play.

The winner will be the team who arrives first to finish

References: You can print this template and get instructions or variations of the game from this site:http://www.esgalaxy.com/boardgames/questioning.pdf designed by Kisito Futonge Webmaster TEFL Teacher email eslgalaxy@gmail.com

Order the Story Activity:

Order the Story

AuthorÂ´s name:

Milcie RamĂŹrez

Micro-Skill:

Interactive

Objective:

Students will be able to participate in collaborative dialogue.

Level:

A2 Beginners

Material / Resources: Pencil, sheets of paper, images whiteboard etc.

Description: 1. Before the class, find a cartoon with at least 4 vignettes. The cartoon can be with or without dialogue. The more vignettes and more elements in the story, the more difficult the task. 2. Print the cartoon and cut up the vignettes. Divide the vignettes equally between student A and student B. 3. Give students time to think about how to describe their pictures and ask for any vocabulary they need. 4. Pre-teach any difficult vocabulary that has not come up as well as phrases for talking about pictures and sequencing: e.g. In my picture there is... I can see... I think this is the first / second / last picture... Then.... After that.... 5. Tell students to work together to put the story in the correct order, then ask them to share the story with the class, or pass around to listen to the story. 6. Optional extension: Tell students to write the story.

References: https://www.teachingenglish.org.uk/article/motivating-speaking-activitieslower-levels

`People Who…´ Activity:

`People Who…´

Author´s name:

Dorcas Solórzano

Micro-Skill:

Informative /persuasive speech.

Objective:

Students will be able to share his/her personal point of view by completing a set of sentences.

Level:

A-2 Level

Material / Resources:  Hand-out worksheets with 14 sentences to complete. Description: a. Teacher explains the instructions by asking the students to complete sentences that are in a separate worksheet. b. Students get together in pairs and take turns to share what their personal opinion was on each sentence. c. Teacher monitors the activity by walking around the room. d. Teacher grades the activity by using a rubric.

References: Games & Activities for the ESL/EFL Classroom - http://iteslj.org/c/games2.html

Worksheet Example: "People who eat crisps in the cinema..."  Annoy me  Make a lot of noise  Should eat them before the show

PARK THEIR CARS ON THE FOOTPATHâ&#x20AC;¦

EAT CRISPS AT THE CINEMA ARE...

WHO TRAVEL A LOT...

WHO SAVE LOTS OF MONEY...

GO TO THE OPERA...

CLIMB EVEREST...

SNORE...

EARN A LOT OF MONEY...

WHISTLE AT GIRLS...

10. DRIVE TOO FAST...

11. EAT TOO MUCH...

12. HUNT WHALES...

13. SMOKE IN PUBLIC SPACES... 14. WHO DON'T PAY TAX...

Playing Cards Activity:

Playing Cards

AuthorÂ´s name:

Laura MuĂąoz

Micro-Skill:

Informative speech

Objective:

Student will be able to express their ideas about a topic using open questions.

Level:

Material / Resources: Cards Piece of paper pencil

Description: 1) In this activity, students should form groups of four. Each suit will represent a topic. For instance: 2) Diamonds: Earning money 3) Hearts: Love and relationships 4) Spades: An unforgettable memory 5) Clubs: Best teacher 6) Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask the other people in the group. For example: If the topic "Diamonds: Earning Money" is selected, here are some possible questions: 7) Is money important in your life? Why?

8) What is the easiest way of earning money? 9) What do you think about lottery? Etc. 10) However, the teacher should state at the very beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production. Rather, students ask open-ended questions to each other so that they reply in complete sentences References: 1. Kayi â&#x20AC;&#x201C; Teaching Speaking: Activities to Promote Speaking in a Second Language (TESL/TEFL). Itesij.org. Retrieved on: June 21 st, 2017. Available on: http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html.

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Speaking Activity:

Speaking

Author´s name:

Lidia Aideé Marroquín Salvatierra

Micro-Skill:

Informative speech

Objective:

Level:

Students will be able to concentrate and answer a question.

Material / Resources: Worksheets to work in pairs according to the amount of students

Description: 1. Get together in pairs so they can choose a role. 2. They choose A or B right after choose the role they are going to use a specific set of words that are going to be written on the worksheet. 3. When they choose it they will use the words given and with the classmate they choose they have to ask the question how you are? And they DO NOT have to answer with the word FINE, every word they will use it will be in the worksheet. 4. Can you think of any other ways to say how you feel? Remember; don‟t use the word „FINE‟. This is a generic answer and we want to practice saying in other ways how you feel.  

STUDENT A: Great Wonderful Happy Good Alright Awesome Really Good Not bad STUDENT B Not so good Sad Tired Hungry Angry Fed up Sick Exhausted Lazy

References: http://busyteacher.org/classroom_activities-speaking-worksheets/

Well Sleepy

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Speaking Chart Activity:

Speaking Chart

Author´s name:

Busyteacher.org Adaptation: Wendy Salazar

Micro-Skill:

Speaking

Objective:

Students will be able to speak and express him/herself during a speaking activity. Motivates students to speak with a game.

Level:

A1-C1

Material / Resources: • • •

Printed material (chart) Dice Rubric

Description: 1. Get the students to roll the dice to choose their topic. 2. Then give a minute to prepare an outline before the teacher asks the students to speak for two minutes. • •

Set the time. Use a rubric.

References: Busyteacher.org

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The future of 2035 Activity:

The future of 2035

Author´s name:

Lilian Lorena Castillo

Micro-Skill:

Informative speech.

Objective:

Level:

Students will be able to discuss different topics by developing fluency in speaking. B1

Material / Resources:  Worksheet  Pen

Description: This simple to set up activity, which you can use to practice will for predictions, gives students free reign to speculate on any changes they think which might be coming down the pipe. 1. Teacher asks students to work with a partner. 2. Teacher provides a worksheet to the students. 3. Students write about what they think in each box how they think the world might look in the year 2035. 4. Each pair would have 5 minutes to express their ideas. 5. After 5 minutes students would look for another partner to discuss their opinion of each topic.

References: The world in 2035 – to practice will for predictions. ESL games and activities for adults. Retrieved from: http://eslgames.com/will-for-predictions/

104 Example:

The future of 2035 Pair work Activity: you have ten minutes to discuss the topics and write a word or idea in each box that shows how you think the world might look in the year 2035.

work

energy

transport

money

technology

culture (tv, music, movies, etc.)

global politics

the environment

fashion

languages

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Visit to the library Activity:

Visit to the library

Author´s name:

PEM Armando Pelicó Joaquín

Micro-Skill:

Public speaking-informative speech.

Objective:

Level:

Students will be able to practice the language, learn new vocabulary and its pronunciation. B2 Intermediate.

Material / Resources: Dictionary, internet Access, sheets of paper.

Description: 1. Students will get in pairs and will come up with topics that could be used during a visit to a library. 2. Each pair will build a vocabulary sheet which they will use during their conversation. If students know the meaning of the words, all they have to do is write it down in the list. If there is a word they do not know the meaning in English, they would look it up in the dictionary or find it on line. Students can ask the teacher if they are unsure if the world they know or found, if it is correctly used in the context of a library. Also, any doubts about pronunciation will be brought up to the teacher. 3. When the students have accumulated a list of words they can use in their conversation (not less than 10), they will come up with a dialogue with their partner about the visit to the library. 4. Every word in the list will be written down on the white board, and if there is a question about its meaning, they can ask the pair of students to elaborate in its meaning.

References: http://www.dailyesl.com/ http://www.teachscape.com/content/el003flv/01_modeling/view_mod01/microskills.pdf

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What were you doing…? Activity:

What were you doing…? (What are you going to do…?

Author´s name:

Andrea Shadyna Esquivel Escobar

Micro-Skill:

Words, collocations and phrasal units.

Objective:

Students will be able to practice present simple, past simple, continuous or future tenses by changing the time prompts

Level:

Material / Resources: Whiteboard Markers Notebook Pens

Description: 

1. Write a selection of time prompts on the board e.g. yesterday at 6 o´clock, this time last year, 5 years ago, etc.



2. Tell students to choose some of the prompts and think of what they were doing at these times. Tell students that they are going to tell a partner / small group.

     

3. Give students time 5 minutes to plan what they are going to say and ask for any vocabulary they need. 4. Students tell their partner / small group. Encourage students to ask for more information. E.g. –I was watching TV yesterday at 6. -What were you watching? 5. After speaking, students feedback and tell the class what they learnt. E.g. Marie was watching TV at 6 o´clock yesterday. She loves chat shows!

References: Source: Anna Blackmore. (2013). Motivating speaking activities for lower levels. June 21st 2017, de British Council Sitio web: https://www.teachingenglish.org.uk/article/motivating-speaking-activities-lower-levels

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WHAT’S THE QUESTION? WHAT’S THE QUESTION?

Activity: Author´s name:

Silvia Lorena Pineda López

Micro-Skill:

Informative speech

Objective:

Level:

Students will be able to practice questions by answering on a range of topics. High intermediate

Material / Resources:    

A sticky label A pencil A sheet of paper.

Description: 1. Write a list of question about Music (one per student in your class) relating to your chosen topic. In this case is Music. A. B. C. D.

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?

Adapt the questions to the level of your class. 2. Give each student a question. Tell students to write the answer to their question on a piece of paper or a sticky label. Tell them not to show anyone their answer yet. 3. Tell the class the topic. Give students 5 minutes with a partner to brainstorm possible questions related to this topic. 4. 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.

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5. Encourage students to ask follow up questions and try to have a conversation. A. What‟s the best concert you‟ve ever been to? -Michael Jackson – B. When was the concert? – C. Why was it good? 6. Feedback and ask students what they found out. 7. Check according to the joined rubric.

References: https://www.teachingenglish.org.uk/article/motivating-speaking-activities-lower-levels

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What’s the question? Activity:

What‟s the question?

Author´s name:

Katy Rossana Quan Roda

Micro-Skill:

Public speaking

Objective:

Level:

The students will be able to practice questions on a range of topics.

Material / Resources: Pencils, paper and tape Description: 1. Write a list of questions (one per student in your class) relating to your chosen topic. For example, if your topic is music, you could think of questions like: Who is your favourite singer? What is your favourite 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 your class. 2. 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. 3. Tell the class the topic (e.g. music). Give students 5 minutes with a partner to brainstorm possible questions related to this topic. 4. 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 questions to try to discover the questions that the other students were originally asked. 5. Encourage students to ask follow up questions and try to have a conversation. What‟s the best concert you‟ve ever been to? -Michael Jackson -When was the concert? -Why was it good? 6. Feedback and ask students what thet found out. References: https://www.teachingenglish.org.uk/article/guided-writing-writing-a-story-ohp

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Evaluation Tools

111

SPEAKING RUBRIC StudentÂ´s Name: ________________________________________________________ Date: ______________ Score: ___________________ Evaluator: _______________________________ Signature: _______________ Instructions: Write the number of the grade according to the aspects to consider.

Activity: _______________________________________ Aspects Materials

Oral Presentation

Sentences

Accomplished 10 Student brought their own materials to work in class, and complete the task in the assigned time.

Proficient 10 Student brought some materials to work in class, and was almost done when the time was up.

Developing 10 Student brought just one material asked to work in class and the work was incomplete for lack of time

The student spoke the 5 minutes, using eye contact during the presentation and an adequate pitch of voice.

The student spoke the 5 minutes, at moments avoided eye contact and sometimes the pitch of voice was down.

The student spoke for 3 minutes, at moments avoided eye contact and sometimes the pitch of voice was down.

The student used complete sentences and paused between lines, using the correct grammar structure asked by the teacher.

The student used complete sentences only part of the time, forgot about stopping for the end of sentences, and in some sentences the student did not use the correct grammar structure.

The student did not used complete sentences, forgot about stopping for the end of sentences, and in some sentences the student did not use the correct grammar structure.

Beginning 5 Student had to borrow materials from classmates, and did not complete the task on time. The student spoke for 1 minute, avoided eye contact all the time and the tone of voice was down. The student did not used complete sentences, forgot about stopping for the end of sentences, and the student did not use the correct grammar structure.

Total

Observations: _____________________________________________________________________________________ _____________________________________________________________________________________ Recommendations: _____________________________________________________________________________________ _____________________________________________________________________________________

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113

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A DARK AND STORMY NIGHT Activity:

A DARK AND STORMY NIGHT

AuthorÂ´s name:

Silvia Lorena Pineda LĂłpez

Micro-Skill:

Narrative.

Objective:

Level:

Students will be able to develop writing, listening, reading and speaking skills by practicing past tense and descriptive vocabulary. B1

Material / Resources: A sheet of paper for each pair of students. Description: The activity should work at most levels above elementary, as long as your students have some knowledge of past tenses, but it works best when they also know past continuous / progressive too. All you need to get things started is a sheet of plain paper for each pair of students. 1. The listening part comes first: A. Students draw the face of a person in the top right-hand corner of the page. B. Once they've done this ask them to give the person a name. C. Then on the top left of the page ask them to write five adjectives to describe the person's appearance. D. Next ask them to write five more adjectives to describe the person's character. E. After they've done this ask the students to write three things that the person likes doing. F. Then ask them to write who the person lives with. In this way they build up a character profile for the person they are going to write about.

2. The writing part: A. Dictate the following sentence to your students:

115 It was a dark and stormy night and'. Stop at this point and ask them to write in the name of the person they have drawn and followed by the word was. B. Then ask the students to complete the sentence from their imagination and add one more sentence. C. Once all the students have added a sentence to their stories, get them to stop and pass the paper to the pair on their right (this means that every pair of students now has a new character). D. The students then read through the information and the beginning of the story and then add one more sentence to it. E. Once they've done this you ask them once more to pass the paper to the next pair on their right. Continue to do this with each pair of students adding a sentence to each story, gradually building up each story as the papers are passed around the class. F. Continue with this until you decide that the students are starting to lose interest or have written enough and then tell them to finish the story. 3. Follow up: A. All the stories are complete there are a number of follow up options you can try. B. Put the stories up around the class and get the students to read them all and decide which is best. C. Give each pair of students a story and get them to try to find and correct errors. D. Get the students to write the stories up on a computer and the ask them to add more description and detail to the stories.

References: Available at: https://www.teachingenglish.org.uk/article/a-dark-stormy-night

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A Perfect Story Activity:

A Perfect Story

AuthorÂ´s name:

Ana Julissa Axpuac HernĂĄndez.

Micro-Skill:

Creative writing.

Objective:

Students will be able to write a short story by using the past simple, present perfect simple and continuous.

Level:

Material / Resources: 1. Notebooks and pencils to take notes. 2. Copies of the sample questions worksheet for each pair. Sample questions: https://www.teachingenglish.org.uk/sites/teacheng/files/perfect.pdf 3. Internet. Description:

1. Tell the students they are going to write a short story. 2. Get the students to read the following questions and decide, with a partner, what the missing words are, but not answer the questions now. 3. Monitor well to check they understand the activity. There are no 'correct' answers, they should use their imagination.What is his / her name? a) b) c) d) e) f) g)

What is __________ about them? (e.g. strange / unusual / nice...) What was their --problem last year? What happened? Why have they become so __________ ? How many __________ have they -__________ ? Who have they been __________ recently? What have they been __________ for the last five years?

117

4. Now the students, working in pairs still, have to answer the questions. The answers should link the questions together to form the basis of a story. 5. Next ask students to draw their characters. This is fun and brings the character to life. Students can laugh at each other's drawings. 6. Using the notes above, students put the story together. They can add more information if they wish but they should not make it complicated. 7. Students then swap their story with another pair to edit. They read the story and underline any errors they notice, or question any word or phrase they don't understand. 8. The stories are returned to their owners who make changes as necessary depending on the comments that were made by the editing pair. References: TeachingEnglish | British Council | BBC. (2017). A perfect story. Retrieved from https://www.teachingenglish.org.uk/article/a-perfect-story

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“A wonderful day” Activity:

“A wonderful day”

Author´s name:

Karla Ivette Morales Chinchilla

Micro-Skill:

Creative writing

Objective:

Students will be able to.write a short story by cooperation.

B1-B2

Level:

Material / Resources: 1. Sheets of paper 2. Scissors 3. Students 4. Teacher 5. Pencils, or crayons 6. Classroom 7. Whiteboard 8. Markers 9. Masking tape 10. Glue 11. Image to illustrate the meaning of a wonderful day (if teacher prefers to use it).

Description: 1. Tell your students they are going to write a story entitled „A Wonderful Day‟ and that they are going to be the narrator in the story. 2. Draw 4 big circles on the whiteboard. In the first circle write „Who am I?‟ and ask your students to decide on the main character of the story (You could use a picture to stimulate imagination):      

How old am I? What do I do? What do I look like? What am I like? Who are my friends? What family have I got?

119  What kind of relationship do I have with them?  What do I like doing?  Etc Write up their ideas. 3. In the second circle write „Morning‟ and ask the students to decide what I did to make it such a wonderful day and write up their ideas. 4. Repeat the procedure for the third and fourth circles substituting „Morning‟ for „Afternoon‟ and „Evening‟. 5. Put the students into groups and tell them each group is going to write one part of the story: morning, afternoon or evening. Give to each group a sheet of paper cut in three parts. If you have a large class you could divide them in two and have them write two stories. 6. Give the students about twenty minutes to discuss together and write their part of the story then collect the pieces of paper and arrange them together to form the sheet of paper. 7. It helps if you read the text aloud and the students follow. Go over the text with the students and tell them what you think they did well. 8. If you want you can also analyse the texts for errors. Variations You can vary this theme to incorporate other ideas like „An Awful Day‟ or „An Unexpected Day‟ etc. .

References: Idea taken from Official Web Page British Council, section: Teaching English, Writing Activities, Author: Alan Finch. Retrieved on June 13th, 2017 Link: https://www.teachingenglish.org.uk/article/guided-writing-writing-a-story-ohp.

120

After Watching a Movie Activity:

After Watching a Movie

AuthorÂ´s name:

Andrea Shadyna Esquivel Escobar

Micro-Skill:

Word order patterns, grammatical systems and rules.

Objective:

Students will write what they think about the topics that were discussed in the movie, they will be able to place their thoughts and express themselves.

Level:

Material / Resources: Movie Projector Computer Speakers Sheet of paper Pen Description: 1. Student will watch a movie in class or at home giving by the teacher, Inside out http://insideoutfullmovie.net/ 2. In class the teacher will provide the following questions and students will need to write what they feel about it: a) What was the movie about? b) What emotions were discussed in the movie? c) How do you feel when you experience sadness? d) What do you do to calm down when you are mad? e) What do you do when other people near you are experiencing negative emotions? References: Melissa Kelly. (February 2017). Movie Lesson Plan Ideas. June 2017, de ThoughtCo. Sitio web: https://www.thoughtco.com/movie-lesson-plan-ideas-7789

121

Class Magazine Activity:

Class Magazine

AuthorÂ´s name:

Alexis Orlando VĂĄsquez Garcia

Micro-Skill:

Writing

Objective:

The Students will be able to analyze the grammar structure in magazine.

Level:

Material / Resources: Students, sheets, pens, pencils, markers, magazines, newspapers Description: Class projects can be an excellent way to focus the whole class and get them working together towards a common goal. 1. Taking some â&#x20AC;&#x17E;time out' from regular classes and doing something completely different can really help group dynamics and you may also give quieter or less able students a chance to shine. Making a class magazine is a project that will appeal to most groups as it allows individuals to work on what interests them. Starting a project from scratch can seem a little daunting to begin with so here's a simple stepby-step guide on how to make a class magazine. 2. Bring in some magazines. Let your students have a look through them. You could do a class survey on magazines at this stage or simply chat to your class about the type of magazines they like. 3. On the board brainstorm the different sections that magazines have. Try to include as much variety as possible so there's something for everyone. (Horoscopes, beauty tips, sports pages, film reviews, cinema news, fashion, photo stories, comic strips, puzzles, technology pages, music, interviews with famous people, recipes, jokes, problem pages etc. etc.) 4. Ask your students if they would like to make a magazine in English. Hopefully they'll be keen to! Ask students for ideas for a name for the magazine and hold a class vote to decide on the name. References: Lems, K., & Miller, L. (2010). Teaching Writing to English language learners: Insights from linguistics. New York: Guilford Press. https://www.teachingenglish.org.uk/article/a-class-magazine

122

Copy Cat Activity:

`Copy Cat´.

Author´s name:

Dorcas Solórzano

Micro-Skill:

Narrative writing.

Objective:

Students will be able to broaden their skill set as writers.

Level:

B-4 Level

Material / Resources:   

Excerpt pieces of a poem, short story, novel or any literature or writing. Color markers. Mind maps, infographic.

Description: a. b. c. d. e.

Select and bring two paragraphs of your favorite author´s writing; it can be a poem, short story, novel or any category of your preference. Analyze the writing carefully and figure out what it is that makes it so good. Does the author use unusual imagery, or perhaps excel at realistic dialogue? What is that makes their characters so realistic, or their description so vivid? Write your own paragraph as the continuance, trying to write exactly like the published writing you brought.

References: https://owlcation.com/academia/8-Fun-Creative-Writing-Lesson-Plans

123

Creative Diary… Activity:

Creative Diary…

Author´s name:

Laura Ana-hí Cáceres Rivera

Micro-Skill:

Narrative and creative writing

Objective:

Students will be able to develop in a creative way a diary by practicing the creative and narrative writing skill in a fun way.

Level:

Material / Resources:      

Notebook Pen Markers Rubric to assess the diary Materials to decorate the diary Materials to present the diary

Description: 1. Make groups of four. 2. Give the students the following instructions:  The diary must be written by hand.  The diary must have 60 pages.  Each student must write 15 pages each, the teacher must check four different kinds of handwriting.  The diary must be created in very creative way, the front page and the topic of the diary must be related. 3. When the date of delivery comes, the students have to deliver the diary in a super creative manner, taking in consideration the topic. 4. The activity will be evaluated with a rubric. References: https://www.google.com.gt/imghp?hl=es419&ei=xZxNWcuQHsHHmwGzkZmoBA&ved=0EKouCAIoAQ

124

Descriptive Writing Activity:

Descriptive Writing

Author´s name:

Milcie Ramìrez

Micro-Skill:

Objective:

Level:

Creative writing Students will be able to describe ideas, and check for grammar structures.

B2 Intermediate

Material / Resources:

pencil, sheets of paper, whiteboard etc.

Description: 1. Write this sentence on the whiteboard “Design your own three-and-a-half week course and describe what you would do”. 2. Set the time for 3-5 minutes. 3. When time is up, ask students to exchange their sheet of paper with another partner. 4. Ask students to check for grammar mistakes, and to write feedback if they liked the three- and-a half week course of his/her partner

References: https://globaldigitalcitizen.org/18-creative-writing-activities

125

Eulogy Activity:

Eulogy

AuthorÂ´s name:

Evelin Roca

Micro-Skill:

Descriptive writing

Objective:

Level:

Students are going to be able to describe their classmates providing their qualities. A2

Material / Resources: 1. Sheets of paper 2. Pen

Description: 1. Teacher writes the name of each student in a piece of paper and mix them. 2. Teacher asks students to choose a piece of paper with the name of one student on it. 3. When each student has the name of one of their classmates they need to write 5 positive personal qualities for that person. 4. Students will be asked to fold the piece of paper they wrote and mix it again. 5. Teacher will give back the paper to the student whose name is on the paper and they will read It aloud in front of their classmates.

References: Preston, C. (2009-2017). 40 Alternative Assessment Ideas for learning. Retrieved from: http://www.teachhub.com/40-alternative-assessments-learning

126

Let’s Build Your Own Story Activity:

Let‟s Build Your Own Story

Author´s name:

Laura Muñoz

Micro-Skill:

Narrative and creative

Objective:

Level:

Student will be able to use imagination to create a story choosing a setting, a character, and an event. B1-B2

Material / Resources: Pictures Peace of paper Pen Imagination Description: 1) This activity can be performed in pairs or individual. 2) Teacher will give students a piece of paper where they will find four specific settings, characters, and three events and they have to choose one for each one of them. 3) When they choose the setting, character, and event it is time to start to write their own story. 4) They can create the story they want.

References: 1. Writing Center: Build-A-Story. Pinterest. Retrieved on June 13 th, 2017. Available on: https://www.pinterest.com/pin/AX6VtCxZcs18awfFj3QixUtfzBpV_mV7x9gSi1g7P A7Or5i3pW9WkdfLsFTpSHAfRxENXYIKdcyxFtuu7tgUwRo/

127 LET’S BUILD YOUR OWN STORY! SETTINGS

CHARACTERS

EVENTS

LET’S BUILD YOUR OWN STORY

128

Matching and answer the questions Activity:

Matching and answer the questions.

AuthorÂ´s name:

Antonio RamĂrez

Micro-Skill:

Descriptive writing.

Objective:

Level:

Students will be able to apply their knowledge of grammar and writing skills to complete sentences and paragraphs. B1, B2

Material / Resources: Worksheet, notebook Description:

1. The teacher will deliver the worksheets to students. 2. The teacher explains the procedure of the exercise. 3. The students have 20 minutes to do the task. 4. Students must fill up the missing words in the document provided for your teacher. 5. Students should deliver the worksheet to the teacher for grading.

References: www.englishexercises.org/makeagame/viewgame.asp?id=8410 www.englishexercises.org/makeagame/viewgame.asp?id=3170

129

1.) Look at the pictures, match them and write down what have they got ?

Nancy

Joe

Mark & Tom

Bobby

Nick

Nancy _______________________________________________________ . Joe _______________________________________________________ . Mark and Tom _________________________________________________ . Bobby _______________________________________________________. Nick _________________________________________________________ . 2.) Has Nancy got a doll? Has Joe got ski? Have Mark and Tom got a boat ? Has Bobby got a surf? Has Nick got a rollerskate? Have Mark and Tony got three pens?

No, ___________________________ . Yes, ___________________________ . Yes,___________________________ . No, ____________________________. Yes, ___________________________ . No,____________________________ .

Nancy is very old. She likes to read and do crosswords.She has got _____________. Joe is a clown.He likes winter and he has got _____________________________. Mark andTom are very good friends. In the afternoon they go to the park.They have got __________________________ . Bobby is my favourite dog.It likes to play with __________. It has got ____________. Nick is interested in taking photos.He has got_______________________________.

130

3.) Answer the questions with whole sentence. Who has got ski? _______________________________________________ Who has got jump rope?__________________________________________ Who has got bag? ______________________________________________ 4.) Answer the questions and draw down. . What have you got…? …..in your schoolbag? ______________________________________________ …. In your room? __________________________________________________ … in your pencilcase?_______________________________________________ ….in your house?__________________________________________________ ….in your book? ___________________________________________________

131

My autobiography Activity:

My autobiography

Author´s name:

Maury Johanna Iboy Guzmán

Micro-Skill:

Narrative and creative writing

Objective:

Student will be able to write about himself/herself using the simple present, simple past, past continuous and future tenses.

Level:

Material / Resources: 1. 2. 3. 4. 5.

Copy of the graphic organizer Small pieces of color paper Glue Scissors Blue or black pen

Description: 1. Teacher gives to the students the graphic organizer about “Their amazing life” and explains about the 7 most important events they have to write (past tense or past continuous tense), as well as things they love (present tense) and things they would like to do in the future (future tense). 2. Before students begin to write, teacher should make a short review about how to use the tenses. 3. Students will be able to use little colorful piece of papers to paste it in the small given squares.

References: Picture taken from internet.

132

133

Personal Information Activity:

Personal Information

AuthorÂ´s name:

Eri LĂłpez

Micro-Skill:

Narrative and descriptive writing

Objective:

Level:

Students will be able to describe themselves using the simple present grammar structure and going to. A1

Material / Resources: 1. 2. 3. 4. 5. 6.

Grammar book Copies of mental map Pens Markers Sheet of paper pencils

Description: 1. 2. 3. 4. 5.

Teacher explanation of simple present Teacher examples with going to Sentences structures Introduce themselves Make your mental map as a comic story

References: 1. www.storyjumper.com/book/Simple-Present 2. www.grammar.com/books

134

All about me!

Three fun facts about me:

My age

Three favorite foods 1. ______________________ 2. ______________________ 3. ______________________

I was born on: Day: Month:

Favorite movie 2.

Favorite book My family members

135

Picture Description Activity:

Picture Description

AuthorÂ´s name:

PEM Armando PelicĂł Joaquin

Micro-Skill:

Descriptive writing.

Objective:

Students will be able to describe a picture by using grammar structures and vocabulary words from a context. A1 Beginners.

Level:

Material / Resources: A picture, pen, sheet of papers and a notepad.

Description: 1. Students will be provided with a picture. 2.

They have to analyze and find as much details as possible everything that catches their attention in it.

They can ask a partner for any additional information they might have missed while analyzing the picture.

They need to write a paper describing what is in the picture with their own observations plus any feedback provided by their peers.

Paper will be turn over to the teacher for its grading.

References: http://www.fluentu.com/english/blog/english-writing-exercises/?lang=en

136

Poster Board Story Activity:

Poster Board Story

Author´s name:

Finch, Alan (2011) Adaptation: Wendy Salazar

Micro-Skill:

Writing

Objective:

Practices fluency as well as storywriting skills. It offers free practice of narrative tenses and sequential linking words, and helps foster cooperation and a sense of achievement as students work together to prepare and write their stories. Solves the problem of giving up valuable class time to lengthy writing exercises and stops writing being such a lonely experience.

Level:

B2-C1

Material / Resources:  

Poster boards and color pens for each group of 3-4 student. Rubric.

Description: 1. Tell your students they are going to write a story entitled „A Wonderful Day‟ and that they are going to be the narrators in the story. Draw 4 big circles on the board. In the first circle write „Who am I?‟ and ask your students to decide on the main character of the story (You could use a picture to stimulate imagination): • • • • • • • • •

How old am I? What do I do? What do I look like? What am I like? Who are my friends? What family have I got? What kind of relationship do I have with them? What do I like doing? Write up their ideas.

137 2. In the second circle write „Morning‟ and ask the students to decide what I did to make it such a wonderful day and write up their ideas. Repeat the procedure for the third and fourth circles substituting „Morning‟ for ‘Afternoon’ and „Evening‟. 3. Ask the students to form groups and tell them each group is going to write one part of the story: morning, afternoon or evening. Hand out poster boards to each group as well as color pens. If you have a large class you could divide them in two and have them write two stories. 4. Give the students twenty minutes to discuss together and write their part of the story then collect the posters back and arrange them together. It may help if the teacher read the text aloud and the students follow. Go over the text with the students and tell them what you think they did well. If you want you can also analyze the texts for errors. Variations You can vary this theme to incorporate other ideas like „An Awful Day‟ or „An Unexpected Day‟ etc.

References: British Council

138

Retelling the Story Activity:

Retelling the Story

Author´s name:

María José Alvarez

Micro-Skill:

Creative, Descriptive, Narrative Writing

Objective:

Students will be able to identify grammar structures.

Level:

Material / Resources: Sheets of Paper Color Pens

Description: 1. Create paper balls with an opening sentence written on each. 2. Toss a random one to a student who continues the “ball rolling” with a further thought or another sentence on the first. 3. The ball is then tossed to another student who does the same.

References: https://globaldigitalcitizen.org/18-creative-writing-activities

139

Show, Don´t Tell Activity:

Show, Don´t Tell

Author´s name:

María Antonieta Ramírez Sepúlveda

Micro-Skill:

Descriptive Writing

Objective:

Level:

Students will be able show details, in a descriptive writing

B1-B2

Material / Resources: Computer, projector, speakers, good examples of videos for this activity include Nicki Minaj Sings 'Super Bass' with Sophia Grace by The Ellen Show, Lily‟s Disney Surprise! by KAftC, and Epic Roller Coaster Fail @ Disney California Adventure by Ray Valverde.

Description: 1. Introduce the activity to your students by activating prior knowledge that they may have of the “show, don‟t tell” strategy, for example, ask how many students can see images about the reading in their heads while they read. 2. Explain your students that the writer paints pictures in their mind with descriptive words which show readers what is happening in the reading. 3. Explain that the phrase “show, don‟t tell” refers to a writing strategy that is used to give descriptions of character‟s emotions and description of activities. An example of “tell” is: “They went to New York.” an example of “show” is the following: Tanya and James flew to New York City in a 747. They got their bags, took a taxi to their hotel, and checked into their rooms. 4. Teacher explains that while looking at your students‟ writing, often sees sentences such as, “I was happy” and “I was nervous.” These are examples of “telling” in this activity, when the writer describes to the reader how you or the character is feeling, using descriptive words this is an example of “showing” it in this activity. When writers “show” a feeling, readers can create more accurate and vivid images in their minds about the story they are reading.

140 5. Pull up a few sample videos, and tell the class that they‟re going to watch the clips (videos for this activity are shown above), and describe how a person is feeling based on how they act and look. 6. It‟s critical that they pay close attention to what each person does, they will need to remember the actions that determine how the person is feeling. 7. Show video clips to the class, and have students write down actions from the videos and their reactions in their notebooks. 8. Tell the students they will fix their own writing model give an example for the class before students start their individual work. Start by writing a sentence that “tells” on the board “She was excited.” Ask the class to fix this sentence to “show” the subject is excited, using the words or phrases they wrote down from the video clip. 9. Once the students have fixed the sentence as a class, tell the class to edit their own narrative writing pieces to “show” things. 10. Ask students to share how they have edited their own narrative writing. Good writers, today and every day, will show, not tell, how characters feel.

References: https://www.education.com/lesson-plan/writing-show-dont-tell

141

Students Blog Activity:

Students Blog

Author´s name:

Lilian Lorena Castillo

Micro-Skill:

Descriptive writing .

Objective:

Student will be able to share his/her experiences by expressing his/her opinion about the things he/she loves or enjoys.

Level:

Material / Resources:  

A computer Pictures

Description: Students are expected to create and maintain their own weblog as a part of the course, it will allow students to blog about something they really love, to learn to take good pictures, to share personal experiences and opinions, to reference news, to link to news, to provide their own comments and engage a dialog with other visitors.

1. Teacher asks students to create their own weblog. Make sure to protect the identity of the student (by not including their last name) 2. Students create their blog. 3. Add yourself to your student blogs. Always add yourself as an administrator to your student blog. This means if you need to edit/delete a post, page or comment you can quickly access their blog from your blog dashboard. 4. Moderate comments. Educators either prefer to let their students moderate their own comments or they moderate all the comments for their students. 5. Students can be graded by the frequency of their posts, the quality, the analysis and the comments done on other classmates‟ blogs.

142

References: Blogging Assignment. retrieved from: http://media.bloomsbury.com/rep/files/tpb4.pdf

Example:

143

The Careful Observer Activity:

The Careful Observer.

Author´s name:

Gilma Verónica Pichiyá Bal.

Micro-Skill:

Descriptive

Objective:

Students will be able to describe visual images, impressions, pictures and feelings by visiting a specific place.

Level:

Material / Resources: 1. A notebook. 2. A pen

Description: 1. Teacher provides to the students the instructions for the vising of a place. 2. Students select a nearby place such as a cafeteria or a local park. Plan to

spend about thirty minutes on this activity. 3. Students choose a partner to work with, and take along a notebook and a pen. 4. Students find a comfortable spot to sit or stand near their partner. 5. Students observe carefully for five minutes; they think about what makes this

place different from other places. 6. Students free write for ten minutes. They have to write as much as they can

about the particular place. 7. After they have finished writing, they rest for a minute. Then they exchange

notebooks and read what their partners have written. 8. Then they both give a report of what they felt, listened, and saw.

References: - Mlynarczyk R. Haber S. (2009) In Our Own Words. New York. Cambridge University Press.

144

What would you do if you were a king? Activity:

What would you do if you were a king?

AuthorÂ´s name:

Blanca Lucrecia Escalante Franco

Micro-Skill:

Narrative.

Objective:

Student will be able to write about unreal or hypothetical situations using second conditional.

Level:

Material / Resources: 1. Posters 2. Pen and pencil 3. Board and markers. Description: 1. Teacher shows a picture about Guatemalan president. 2. Then the teacher writes on the board the following example. â&#x20AC;&#x153; If I were the president of Guatemala I would create new programs to help poor people. 3. Teacher shows a picture about a king. 4. Students think about what they would do if they were a king. 5. Students write a paragraph no less than 20 lines , they must use If and would (use contracted form 'd) References:

145

WRITING Activity:

Writing

Author´s name:

Lidia Aideé Marroquín Salvatierra

Micro-Skill:

Descriptive writing

Objective:

Level:

Students will be able to describe his/her daily activities by using the Present Simple A1

Material / Resources: Worksheet Dictionary Comic template

Description: 1. With the worksheet check the pictures in order to get the idea of what to do with each one according to the action during the day. 2. Right after classify the pictures write at the back of the worksheet the daily activities according to the time and later one classify them and write the sentences using the pictures and divided them in singular with I, she, she it and in plural with you, we and they. 3. Then check any word not understood with the use of the dictionary. 4. At the end create a comic with the vocabulary learned use the template given.

References: https://en.islcollective.com/resources/printables/worksheets_doc_docx/free_time_activiti esdaily_routines__parts_of_the_day/present-simple-tense/86933

146

Writing a Story on the OHP Activity:

Writing a Story on the OHP

Author´s name:

Katy Rossana Quan Roda

Micro-Skill:

Narrative

Objective:

Level:

The students will be able to write a story.

Level B1-B2

Material / Resources: Cut up an OHT into three strips for each group of 3-4 students, a whiteboard, markers. Description: 1. Cut up an OHT into three strips for each group of 3-4 students. 2. Tell your students they are going to write a story entitled „A Wonderful Day‟ and that they are going to be the narrator in the story. 3. Draw 4 big circles on the board. In the first circle write „Who am I?‟ and ask your students to decide on the main character of the story (You could use a picture to stimulate imagination): How old am I?, 4. What do I do?, What do I look ?,Who are my friends?., What do I like doing? Etc. 5. Write up their ideas. i. In the second circle write „Morning‟ and ask the students to decide what I did to make it such a wonderful day and write up their ideas. ii. Repeat the procedure for the third and fourth circles substituting „Morning‟ for „Afternoon‟ and „Evening‟. 6. Put the students into groups and tell them each group is going to write one part of the story: morning, afternoon or evening. Hand out a strip of OHT to each group as well as OHP pens. If you have a large class you could divide them in two and have them write two stories. 7. Give the students about twenty minutes to discuss together and write their part of the story then collect the strips back and arrange them together on the OHP. 8. I find it helps if you read the text aloud and the students follow. Go over the text with the students and tell them what you think they did well. 9. If you want you can also analyse the texts for errors.

References: https://www.teachingenglish.org.uk/article/guided-writing-writing-a-story- ohp

147

Writing pictures! Activity:

Writing pictures!

Author´s name:

Kenneth Ramirez.

Micro-Skill:

Descriptive writing.

Objective:

Students will be able to write their opinion by using critical thinking based on judging “art” through pictures and paintings.

Level:

B1.

Material / Resources: 1) Projector. 2) Laptop. 3) In case there aren´t an available projector or laptop teacher can print the four images and make them bigger. 4) Photocopies of the stations stamp. 5) A stamp. 6) Photocopies of the writing pictures worksheet. 7) Sheet of papers for the station activity. 8) Pens, pencils, erasers, pencil sharpeners, markers, etc. 9) Candies. 10) Colorful popsicles (in order to form the groups). 11) Speakers. 12) Printed instructions for the stations activity.

Image 1 _____________ _____________ _____________ _____________ _____________ _____________

Description: 1) Teacher shows students 4 pictures about paintings but specially must be pictures that catch student´s attention. 2) Teacher gives 4 minutes per each image in order to students write an opinion about it (5-more lines). Teacher can provide an example first and then continue. 3) As an option teacher can relate the writing with the grammar or vocabulary topic that is being taught during the unit as (present progressive, adjectives, simple present, nouns, etc.)

148 4) While teacher is showing the pictures music can be played (one day before teacher can ask students to create a play list with their favorite music). 5) After the forth image, teacher divides the class in groups of four or five (depending of the amount). To do that teacher can give students popsicles of different colors in order to create the groups or another ideas for making the groups is to choose the coordinators first and then coordinators choose their classmates to work with. 6) Teacher gives students a small piece of paper where there are four blank spaces and on each space teacher has to stamp after they finish each station. 7) Teacher gives each group a time of 5 minutes on each station. Teacher can put a stopwatch on the projector or just using a watch. The coordinator has to wait for his/her group and then to come to the teacher for stamp their paper. 8) Finally, when groups finish all the stations they have to deliver their writing tasks and give it to the teacher. 9) Teacher can give a small candy to the students when they finish.

References: 1. Adapted from: Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison-Wesley. 2. The happy teacher: printable: ideas & resources/Pinterest (Activity 2) 3. Stamp sheet and instructions of the stations: https://drive.google.com/file/d/0By8TkdC4d75cUkRLdWhqRF84WWs/view?usp=sha ring 4. Ready to write worksheet: https://drive.google.com/file/d/0By8TkdC4d75cVmVoTHlsd3V6cjA/view?usp=sharin g 5. Images to use in the first activity: https://drive.google.com/file/d/0By8TkdC4d75cekpJVjdRM2ZDbzA/view?usp=sharin g

149

WRITING POST CARDS Activity:

WRITING POST CARDS

AuthorÂ´s name:

Ana Patricia Boch

Micro-Skill:

Narrative writing: Is a story told and the order in which the story is told, this type of writing is done in everyday life: emails, blogs etc...

Objective:

Level:

Id: 200911789

Students will be able to communicate in real context situation by writing a post card of an imaginary vacation. A2

Material / Resources: - Postcards -Pens -Sheets of paper Description: 1. Prepare a stack of postcards. 2. Give students two postcards. 3. Ask students to look at one picture of a postcard and imagine that this something that they saw on a holiday. 4. Next ask students to write a postcard to a friend in class telling about their imaginary holiday and how the picture relates to it. 5. Once they have written the cards ask students to exchange them with someone else. 6. The ask students to read the postcards they received and write a response to it. 7. At the end of the activity the cards must be collected to check on errors and prepare a correction slot for the next class. The correction slot is the feedback providing reinforcement of the lacks evidence in the writings. References: FluentU. (2017). Recuperado el 13 de Junio de 2017, de FluentU: http://www.fluentu.com/english/educator/blog/esl-writing-practice/ -Peachy, N. (s.f.). British council. Recuperado el 14 de Junio de 2017, de British council: https://www.teachingenglish.org.uk/article/writing-activities

150

151

Evaluation Tools

152

WRITING RUBRIC StudentÂ´s Name: ________________________________________________ Date: ______________ Score: ______________ Evaluator: _______________________________ Signature: _______________ Instructions: Write the number of the grade according to the aspects to consider.

Activity ________________________ Aspects Vocabulary

Grammar

Meaning

Accomplished

Proficient

Developing

Beginning

10 The student was able to use proper language in the essay according to the topic and was able to write all words in the correct way.

10 The student was able to use most words in a proper way according to the topic and was able to write most words correctly.

10 The student was able to use some words according to the topic, and wrote some in the correct way.

5 The student was not able to use proper vocabulary and was not able to write it correctly.

The student wrote the essay using the grammar structures studied in class.

The student wrote most of the essay with the grammar structures studied in class.

The student was able to use only one grammar structure of the ones asked in the evaluation.

The student did not use the grammar structures asked in the evaluation.

The student wrote a meaningful essay, using the proper vocabulary and the grammar structures studied in class, making it interesting and easy to comprehend.

The student wrote a good essay, making it interesting and in some parts of the essay easy to comprehend.

The student wrote an essay that was hard to comprehend.

The student tried to write an essay, it was not meaningful and it was not easy to comprehend.

Total

EDITORIAL BOARD Editor Licda. Ana Lucía Estrada Domínguez

Publishing Editor Ana Julissa Axpuac Hernández Print Designer Wendy Karina Salazar Flores

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