Skills Booklet by ttsconferences

Index Introduction ...................................................................................................................................... i

READING -------------------------------------------------What would John and Jane Doe do? ............................................................................................... 2 Problem and solution along with vocabulary.................................................................................. 3 My piece of P.I.E. ........................................................................................................................... 4 Changing the destiny course ........................................................................................................... 6 Working in groups .......................................................................................................................... 8 Creating a Jigsaw Puzzle ................................................................................................................ 9 Webquest....................................................................................................................................... 10 Graded reader ................................................................................................................................ 12 Building the pyramid .................................................................................................................... 13 The Olympics ................................................................................................................................ 15 Pizza .............................................................................................................................................. 17 Rally for students .......................................................................................................................... 18 Habits of Reading ......................................................................................................................... 19 The Mystery .................................................................................................................................. 20 Oh la la .......................................................................................................................................... 21 Dictionary Words - Book Researchers ......................................................................................... 22

Read for the Treasure! .................................................................................................................. 24 Letâ&#x20AC;&#x2122;s have fun reading! ................................................................................................................. 27 Check out these resources ............................................................................................................. 31

LISTENING ----------------------------------------------Ending a stanza of a poem ............................................................................................................ 36 A Questionnaire on Health............................................................................................................ 37 Smile ............................................................................................................................................. 39 Back to back Drawing................................................................................................................... 40 Weekly Activities - Listening exercise ......................................................................................... 42 Let us make our own report. ......................................................................................................... 43 Running for the Mouth.................................................................................................................. 45 Background Noise......................................................................................................................... 46 Listen and Draw ............................................................................................................................ 47 Listening Comprehension. ............................................................................................................ 48 Creating Awesome Listeners ........................................................................................................ 49 Drawing as a team ......................................................................................................................... 51 TED Talk about James Veitch ...................................................................................................... 52 Authentic news.............................................................................................................................. 53 Colors Race ................................................................................................................................... 54

Which One is the Odd One Out? .................................................................................................. 56 Recognizing Phonological and Morphological Elements ............................................................. 57 Slap the word ................................................................................................................................ 58 Movie day ..................................................................................................................................... 59 The Plant of Inmortality ................................................................................................................ 61 Work in pairs................................................................................................................................. 62 Check out these resources ............................................................................................................. 64 Resource 1 (Smile)) ...................................................................................................................... 64 Resource 2 (Weekly Activities - Listening exercise) ................................................................... 66 Resource 3 (Listening Comprehension)........................................................................................ 67 Resource 4 (TED Talk about James Veitch)................................................................................. 69 Resource 5 (Movie day) ................................................................................................................ 72

WRITING ---------------------------------------------Name poems.................................................................................................................................. 74 Poetry Scavenger hunt .................................................................................................................. 75 Smart writers. ................................................................................................................................ 76 Share your Ideas and thoughts ...................................................................................................... 77 Continue the story ......................................................................................................................... 78 OREO Writing .............................................................................................................................. 79

Becoming a songwriter! ................................................................................................................ 80 Writing to the rhythm.................................................................................................................... 83 Discovering the mine of ideas using The Journalists' Questions. ................................................. 85 Personal Profile ............................................................................................................................. 87 Weekly Journal on Penzu.............................................................................................................. 88 Take an Adventure with Writing .................................................................................................. 89 All for one and one for all ............................................................................................................. 91 Living the Dream .......................................................................................................................... 93 The First Time I Fell in Love (activity for teenagers or young adults). ....................................... 94 Friendship ..................................................................................................................................... 95 â&#x20AC;&#x153;Dear editorâ&#x20AC;? ................................................................................................................................. 97 Send a letter! ................................................................................................................................. 98 Coronavirus arctic thorn ............................................................................................................. 100 Check out these resources ........................................................................................................... 102

SPEAKING ----------------------------------------------Wheel of Fortune ........................................................................................................................ 114 Guess the right picture. ............................................................................................................... 116 Pair share Questions.................................................................................................................... 117 Weekly Activities Teamwork ..................................................................................................... 119

Rolly Robbin ............................................................................................................................... 121 Household Chores Wheel ........................................................................................................... 122 Speaking Coins ........................................................................................................................... 124 Direct Questions.......................................................................................................................... 125 Take and Adventure with Writing .............................................................................................. 127 Investigative journalist ................................................................................................................ 129 Sharing the best memories .......................................................................................................... 130 At the Hotel (Roleplay)............................................................................................................... 132 Survey presentation..................................................................................................................... 134 Film Criticism Speech................................................................................................................. 135 Going to a fast food restaurant .................................................................................................... 136 Two-minute impromptu speech .................................................................................................. 138 Guess who? Tournament - My school ........................................................................................ 139 Movie dialogue ........................................................................................................................... 143 Show and Tell ............................................................................................................................. 144 Debate ......................................................................................................................................... 145 Paraphrasing story....................................................................................................................... 146 â&#x20AC;&#x153;Describing feelingsâ&#x20AC;? .................................................................................................................. 147 Karaoke party! ............................................................................................................................ 148 Tell me about your videogames .................................................................................................. 151

Job Interview for an English Teacher ......................................................................................... 153 Conducting Speaking Tasks........................................................................................................ 154 Expressing Yourselves ................................................................................................................ 155 Animal and Pets .......................................................................................................................... 157 Guess who or what I am.............................................................................................................. 159 Check out these resources ........................................................................................................... 161 List of students ............................................................................................................................ 169

Introduction Sección de Idiomas of the Universidad de San Carlos de Guatemala is pleased to present the following booklet, where many activities related to the four skills of English and its different usages in EFL classes will be found. Activities that will be completely useful during the teachinglearning process. As it is known, there are four English skills in the teaching-learning process; listening, speaking, reading, and writing, skills that are related to each other and that are recommended to be integrated in all classes, from 2 to 4 at a time. The four skills are productive and receptive, so students need to work with all of them so they can become proficient in the target language. The valuable purposes in the language classroom are many and the main objective is to give students opportunities to create, achieve their goals, and the sense of confidence to satisfy the language management. The four main skills are basic for good communication and necessary for effectiveness in any school environment. When communication occurs, it happens in many ways: verbal, nonverbal, and sensory. This exchange of information is always giving and receiving. Therefore, the creation of this booklet, full of different activities intended for each of the four language skills. The activities are the result of English teachers’, students of the 10 th cycle, Licenciatura en Lingüística del Idioma Inglés, 2020 personal experiences and creativity and of data collected from different English books and websites. This booklet is for you, English teacher committed to innovation and hard work whose main priority is your students’ success! Enjoy these activities while you try them out and feel free to give, each one of them, your own twist according to your necessities. i

What would John and Jane Doe do? Objective. Allow the student to perform critical thinking and preview based on the reading comprehension of the story. Procedure. 1. Allow the student to reach the climax of the story and request them to use a creative graphic design for this activity. 2. Ask the student to identify and analyze the problem of the main character in the story. 3. Request the student to find a possible solution to the problem using his or her own point of view, life experience, personal beliefs and judgements. In other words, ask your student to design or create the environment of the main character and put an end to the story acting as him or herself. 4. Share the graphic designs your students create before reaching the end of the story and provide a small space for class discussion of the different imagined finales to enrich their critical thinking process. Needed resources or materials. A book of choice for reading as a group, especially one that is contextualized to life situations similar as the ones your students face during daily life even though any book can be used. Materials for graphic designs. This can be adapted to small kids with craft supplies to digital tools like collage or comic strips generators with teenagers and young adults. Imagination and creativity are key factors that should be left open for students to express themselves as individuals. Classroom or digital space to share the end discussion and final graphic results. Author: Ana Cristina Mata References. Do not apply 2

Problem and solution along with vocabulary Objective. To integrate vocabulary in context in a reading excerpt and to put the problem and solution strategy into practice. Procedure. 1. First of all vocabulary is provided to the students. Such vocabulary is part of a reading excerpt which is also part of the class. After vocabulary is practiced, T. incorporates a reading excerpt in class. Students are given graphic organizers in order to immerse them in the problem and solution reading strategy. Needed resources or materials. Flashcards with vocabulary, fill in the blanks exercises, a reading excerpt, graphic organizers to practice the problem and solution strategy. Problem and solution along with vocabulary activity attached in additional resources. Go to resource 1. Author: Claudia Carranza References. J. Michael OÂ´Malley and Lorraine Valdez Pierce. (1996). Authentic Assessment for English Language Learners. Practical Approaches for Teachers. (pp. 132-133). United States of America: Addison-Wesley Publishing Company. 3

My piece of P.I.E. Objective. Students develop the reading skill of identifying the author’s purpose using the strategy of P.I.E. Procedure. 1. Students read the passage. 2. Teacher explains that by using the P.I.E. Strategy it is easier to identify the author’s purpose. 3. Using a real pie(food), the students will cut one piece of them and then they will choose what is the author’s purpose of the story they read. They will write it on a plate where they will place their pie’s. 4. Random picker to choose a student to read what they wrote on their plate. Needed resources or materials. - The Pie Chart. -

The story you will use.

1 Pie (Food).

Plates.

Markers, pen or pencil.

My piece of P.I.E activity attached in additional resources. Go to resource 2. Author: Graciela Mendizábal References. Thelen Duflo, Mrs. Mrs. (n.d.). Mrs. Thelen - 6th grade language arts & Math mrs. duflo - 6th grade math & Science. Retrieved from on July 4, 2020 from https://thelenduflo.weebly.com/authors-purpose.html

Coronavirus Article Reading Objective. To comprehend and apply new vocabulary. Procedure. 1.Enter to the following link Le Page Mackenzie, M. D. (2020, 11 febrero). Could the new coronavirus really kill 50 million people worldwide. Recuperado 5 de julio de 2020, de https://www.newscientist.com/article/2233085 2.Teacher provides 30 minutes to students for them to read the article and can do a summary about what their comprehension, and using the new vocabulary Needed resources or materials. - Internet -

Computer Author: Luisa UrquizĂş

References. Le Page Mackenzie, M. D. (February 11, 2020). Could the new coronavirus really kill 50 million people worldwide. Retrieved on July 5, 2020 from https://www.newscientist.com/article/2233085

Changing the destiny course Objective. Motivate the students to practice reading by using funny books that can catch their attention but more than that, to be immersed in a world of fantasies and imagination. Procedure. 1.Teacher will assign the time for each one of the tasks 2.Students will receive a text with a fantastic character and read a short story in a piece of paper not longer than 5 pages. Read page 11 to 15 of the book Henry red chief. O., H. (1910). The Ransom of Red Chief. Recuperado 6 de julio de 2020, de https://dwcaonline.org 3.After reading the short story the students form groups of three and discuss what the main message of the reading is. 4.The students prepare a presentation related to the reading changing the ending to the story. 5.The student performs the new ending of the story in front of the class. Needed resources or materials.

Reading Printed or Digital.

Notebooks

Pen and Pencil Author: Eduardo Miranda

References. The Library of America • Story of the Week Reprinted from The 50 Funniest American Writers* (*According to Andy Borowitz) (The Library of America, 2011), pages 11–26. © 2011 Literary Classics of the U.S., Inc. Reprinted from Whirligigs (1910).

O., H. (1910). The Ransom of Red Chief. Recuperado 6 de julio de 2020, de https://dwcaonline.org

Sexton, J. (2018). 10 Favorite Short Stories for Middle School Found Online. Recuperado 22 de junio de 2020, de https://www.teachingelawithjoy.com/10-favorite-short-stories-formiddle-school-found-online/

Miller, D. (2009). Awakening the Inner Reader in Every Child. En J. Anderson (Ed.), The Book Whisperer: Awakening the Inner Reader in Every Child (Jossey Bass ed., Vol. 2nd Edition, pp. 201-240). https://doi.org/10.1080/19388078409557787.Marini...TheBookWhisperer: AwakeningtheInnerReaderinEveryChild

Working in groups Objective. To analyze the reading in groups in order to share what they understand with other groups. Procedure. Divide the class in groups of 4 1.Assign to each member a book chapter or a part of the reading. 2.Students who have the same chapter or part of the reading get together, and read it. 3.After that they have to read the chapter or part of the reading, they discuss what they understood. Give specific time to read and discuss. 4.Members go back to their original groups; each of them speaks about their chapter. 5.Finally, the original group prepares a presentation in a double sheet of paper of what they understood about the book or reading. Needed resources or materials. - Short book or short story. -

Double sheet of paper.

Chronometer Author: Karen Morales

References. Jigsaw. (s. f.). Recuperado 10 de junio de 2020, de https://www.readingrockets.org/strategies/jigsaw Rees, G. (n.d.). Jigsaw Reading. Retrieved June 10, 2020, from https://www.teachingenglish.org.uk/article/jigsaw-reading

Creating a Jigsaw Puzzle Objective. Students write the events that happen in the chapter and can describe the sequence in a form of an accurate timeline. Procedure. 1.Choose a book related to studentâ&#x20AC;&#x2122;s proficiency Level 2.Students read the first chapter. 3.Students write events in their notebook. 4.Teacher provides them with a jigsaw puzzle template to fill in. Needed resources or materials. - Reading book -

Students notebook

Puzzle Template.

Creating a Jigsaw Puzzle activity attached in additional resources. Go to resource 3. Author: Prisma MuĂąoz References. Jhammil, S. (2017 de 04 de 2017). Teaching Resourse. Obtenido de Story of job jigsaw: https://www.tes.com/teaching-resource/story-of-job-jigsaw-activity-11588463

Webquest Objective. Develops reading outcomes through online resources. Procedure. Philip Benz describes a WebQuest as a Constructivist approach to learning. This activity develops different reading skills. Basically, students read on safe websites previously chosen by the teacher. The best of this activity is that we as teachers can include all the reading stages. We can work on intensive and extensive reading. A WebQuest has 4 parts: 1.The Introduction stage This stage is to introduce the activity and the theme students will be working on. It might be useful to introduce key vocabulary or concepts. 2.The Task section

In this part, it is explained the instructions or steps that students will make on their way. Make sure that they are clear and motivating for students. 3.The Process stage It is where the WebQuest guides the learners through a set of activities and research tasks, using a set of predefined resources. 4.The Evaluation stage This last part is where you can do an evaluation of any kind. It can be self-evaluation or an online game like Kahoot. Needed resources or materials. - Computer -

Internet connection

Previously designed WebQuest

Author: Kimberly Pineda References. Teaching English. (s.f.). Obtenido de Article Web quests: https://www.teachingenglish.org.uk/article/webquests Example of a WebQuest: https://www.createwebquest.com/webquest/reading-comprehension

Graded reader Objective. Encourage the students to love reading, showing them funny and interesting books. Procedure. 1.Teacher shows the students different kinds of books, and they choose one of them in order to write an article in a newspaper. 2.Teacher explains the activity and selects the roles in which the students will be being characterized. 3.Students become journalists, and according to their roles, they will write an article as it is going to be published in a national or local newspaper. 4.Now, in their current team the students are going to prepare simple questions about the book's plot and characters. 5.The students can start a debate with simple questions and answers, as they already read the book, they are interested in the message conveyed by the author. 6.Ask the students how they feel and if they enjoyed the reading. Needed resources or materials. - Newspapers, Books, Magazines, Posters, Markers, Crayons Author: Rita Romero References. Clandfield - Foord, L.-D. (s. f.). Teaching Materials. Recuperado 17 de junio de 2020, de https://www.onestopenglish.com Lynch, L. (s. f.). Creating Materials for the EFL Classroom. Recuperado de https://www.eslbase.com Piccolo, L. (2017, 14 agosto). Activities for Graded Readers and Extensive Reading in the EFL Classroom. Recuperado 17 de junio de 2020, de https://www.cambridge.org

Building the pyramid Objective. This activity could be used to encourage students to finish the reading as fast as they can to be the winner. Procedure. 1. Read the story about Mother and Daughter and write on each square of the pyramid the following question: -

What was the daughter’s name?

What was the mother’s name?

With whom Yollie played soccer?

Who turned off the TV?

Who will be a doctor?

What was Yollie’s uncle's name?

What was the name of the song for Yollie’s birthday?

What was the brand of Mrs. Moreno perfume?

What was the name of Ernie’s girlfriend?

Was Yollie happy or sad at the end of the dance?

Who invited Yollie to the movie theater?

Who saved money for Yollie?

2. Paint the pyramid with different colors 3. Cut the pyramid 4. Retell the story using your pyramid. There will be a prize for the best one. Needed resources or materials. - A pyramid for each students -

Crayons

Pen

Scissors

A Prize Building the pyramid activity attached in additional resources. Go to resource 4. Author: Cresencia Sosa References. Do not apply.

The Olympics Objective. To improve reading skills and speed, students build meaning through the interplay of the details in the text, their own experiences and their knowledge of how skilled readers think. Procedure. 1.Teacher provides general instructions to the students. 2.Students must work individually, using black or blue pen and it is not allowed to use pencil 3.Students must read the introduction part of â&#x20AC;&#x153;The Economics of Hosting the Olympic Gamesâ&#x20AC;? Mc Bride, J. (2018, 19 enero). The Economics of Hosting the Olympic Games. Recuperado 6 de julio de 2020, de https://www.cfr.org/backgrounder/economics-hosting-olympic-games 4.Students according to the reading, in their own words must imagine and write about a happy ending of the article.

Needed resources or materials - Sheets of paper -

Crayons

Ruler

Pen Find the complete guide here https://drive.google.com/file/d/1jpmpVLtC75QIn2E3rN98GWW08vM4Kmls/view?us p=sharing

Author: Elizabeth UrÃzar References. Dellar Landsford Walkley Barber Jeffries, H. L. A. D. A. (2018). Perspectives. Student Resources Level 3. Recuperado 6 de julio de 2020, de https://eltngl.com Cengage Learning. (s. f.). Recuperado 6 de julio de 2020, de https://ngl.cengage.com Hirthler, G. (2019, 2 septiembre). CELEBRATING PIERRE DE COUBERTIN: THE FRENCH GENIUS OF SPORT WHO FOUNDED THE MODERN OLYMPIC GAMES. Recuperado 6 de julio de 2020, de https://www.olympic.org Mc Bride, J. (2018, 19 enero). The Economics of Hosting the Olympic Games. Recuperado 6 de julio de 2020, de https://www.cfr.org/backgrounder/economics-hosting-olympic-games

Pizza Objective. This activity will develop the after reading comprehension, by analyzing in groups and writing different aspects of the reading such as: Main characters, setting, plot, problem and conclusion. Procedure. 1. Students will work in groups of 4 or 5. It might vary depending on the amount of students in the class. 2. Teacher will provide to each group, a round piece of paper divided in 5 slices, and 5 colored pieces of paper. 3. Each team must discuss and get conclusions about 5 different aspects of the reading: Main characters, setting, plot, problem and conclusion. 4. Ss must use their creativity, using the different colored pieces of paper, to write the conclusion of each of the aspects that they discussed and paste it on each slice and also use it to decorate their pizzas. 5. Finally, Ss must paste their pizzas on the wall. Needed resources or materials. - A round piece of paper divided as a pizza in 5 slides -

5 colored pieces of paper.

Pizza activity attached in additional resources. Go to resource 5. Author: Kareen Castellanos References. Do not apply.

Rally for students Objective. Reinforces in the students the group work, critical thinking, English vocabulary; increases the speed and ability to solve problems. Procedure. General Instructions: In groups read the instructions and directions; make sure to reach the specific aspects that are required in order to complete each task properly, each of the members of the team need to participate, take care of the time. The first group that completes all the activities is the winner. 1.Read the text “The first year of life”, and then circle from the list, the correct word that corresponds to the blank space. 2.Find the right 5 concepts in the word-search related to the picture presented below with the help of the teacher and the rest of the members of your group. Needed resources or materials. - Sheets of paper -

Pens

Markers

Worksheets

Rally for student’s activity attached in additional resources. Go to resource 6. Author: Rubí Portilla References. Ngllife.com. 2020. The First Year Of Life | NGL Life. [online] Available at: <https://www.ngllife.com/first-year-life-0> [Accessed 18 June 2020].

Habits of Reading Objective. To increase vocabulary Procedure. 1. Start the article or book by skimming it 2. The second time you read, it is essential to read slowly to clarify some expressions or vocabulary. 3. Investigate in a dictionary in the case of unknown words. 4. Read again, now, the new vocabulary will help a lot to have a better understanding. 5. At the end of this time it is a good choice to talk to a friend or person about the topic to implant more about reading and understanding in the memory. 6. A questionnaire about the article or book previously read is the last point to examine how deep the reading comprehension is. Needed resources or materials. - Book -

Dictionary

Questionnaire Author: Marco Gonzรกlez

References. Do not apply.

The Mystery Objective. To engage the activity with the reading strategy and students get interest in the reading because they want to know more about it and also practicing team work. Procedure. 1. Teacher will divide the class in groups of 5 or 5 students. 2. Teacher will deliver to each group of students 3 different envelopes with 5 o 3 flashcards inside each envelope. 3. Each flashcard will contain the cause and the effect from one short story. 4. Then they will write in a sheet of paper their answers 5. Student will rotate the envelopes in order that all of them solve the mystery from each envelope. 6. Teacher provides the instructions: take the flashcards from the envelope #1, then #2 then #3. 7. Students figure it out what is the cause and the effect from the envelopes when the finish teacher provides the short story for them to check if their answers were correct. Needed resources or materials. Envelopes, reading, flashcards Author: Yeni Sanum References. (Simply Creative Teaching Online, 2020) PT, S., Amazon, S., School, B., Grade, 1. Centers, M., Problems, W., Grade, 2. Centers, M., Problems, W., Work, W. and Library, F., 2020. Home - Simply Creative Teaching. [Online] Simply Creative Teaching. Available at: <http://simplycreativeteaching.com/> [Accessed 7 June 2020].

Oh la la Objective. To encourage students to read and pay attention to the readings while having fun and identifying mistakes. Procedure. Students work in groups of three, they take turns to read a sentence, as they read they must make a mistake on purpose. It may include: wrong words, incorrect genders, wrong pronunciation, incorrect verb ending, etc. When a member of the group hears a mistake, that person must say "oh la la" and if the mistake is corrected that person wins a point but if nobody corrects it, the reader is the one who gets a point. Needed resources or materials. Reading according to studentsâ&#x20AC;&#x2122; English level. Author: Gabriela Escobar References. Sabina (2020) Fun Pre-Reading and Post-Reading Activities for All Language Classrooms [online]Retrieved from: https://theidealteacher.com/21-must-use-reading-activities-for-yourlanguage-lessons

Dictionary Words - Book Researchers Objective. Encourage students to make a wonderful dictionary by putting together several sheets of paper for a booklet, for them to acquire good comprehension and new vocabulary. Procedure. 1. First Activity Teacher asks the students to start working on their assignment. Students must write at the top of a page a new word their have recently learned. The word can be shown in a picture, have them look through magazines and newspapers to find pictures that illustrate the words and paste them on the correct pages. Students must write the meaning of each word and a sentence using that one. Students using their dictionary with all the learned words, are going to create sentences as the basis for a creative story. Once students have created a story, they are going to read it to the teacher and other family members. 2. Second Activity Teacher finds books that impact in the mind of the students, they like them. Students will ask friends, neighbors, and teachers to share the titles of their favorite books. Teacher and students visit the local public library, and as early as possible, gets a library card for each one of them. Asks the librarian for help in selecting books. Students are all the time next to the teacher browsing for books and making selections Look for award-winning books. Each year the American Library Association selects children's books for the Caldecott Medal for illustrations and the Newbery Medal for writing.

Check the book review section of the newspapers and magazines for the recommended new children's books. If the teacher and the students don't enjoy reading a particular book, put it aside and pick up another one. Teacher keeps in mind that students reading level and listening level are different, and build motivation for them, and teacher will see an amazing transformation with the students into lifelong readers Needed resources or materials. - Paper and Pencils -

A Stapler, Glue, Scissors

Old Magazines

Newspapers

Cards

Books Author: CĂŠsar Estrada

References. Sahlan Cook, E. E. (2020). 5 ESL Reading Comprehension Strategies That Work Like a Charm. Recuperado 6 de julio de 2020, de https://www.fluentu.com/blog/educator-english/eslreading-comprehensionReading Rockets. (s. f.). Recuperado 6 de julio de 2020, de https://www.readingrockets.org/article/25-activities-reading-and-writing-fun 4 Activities to Improve Reading Skills (Part 3 â&#x20AC;&#x201C; Comprehension). (s. f.). Recuperado 6 de julio de 2020, de https://bonnieterrylearning.com/blog/4-activities-to-improve-reading-skills-part-3reading-comprehension/

Read for the Treasure! Objective. To encourage students to find reading more appealing through a hands-on activity in a fun environment. To promote reading comprehension for a specific purpose in order to show that reading can lead to lots of different worlds through imagination. Procedure. Because… who doesn’t like to find treasures? There are several ways of playing this fun activity, either in face to face classes or online classes; here is what you need to do. Face to Face Classes. 1.Have in mind your reading material, you can have it connect with the Unit’s main topics or simply choose a random topic you believe could construct your students’ morals, interests, etc. 2.Once the idea is pretty clear, hide the different treasures (school supplies, extra points, food, whatever you’d like to share with your students). You can do it either in the classroom or other parts of the school. 3.Write a short story and clues that tell where to find each treasure. You can do different readings for a treasure each or one reading that contains all the possible treasures to be found. 4.Once ready with the copies, divide students in groups and give them a map (this is optional) and the clue sheet (stories) to locate the treasure. 5.Have fun! 6.The first group that finds their treasure wins the game. But in other variations you can leave a treasure per group.

Online Classes For an online treasure hunt, have in mind the reading materials, you can have it connect with the Unitâ&#x20AC;&#x2122;s main topics or simply choose a random topic you believe could construct your studentsâ&#x20AC;&#x2122; morals, interests, etc. 1.For this one you can create one story, including the clues, that will then direct them to different websites, or videos to get to the treasure. 2.Online would be better to be done individually, but you decide, have the link ready, so they can access the map and the clue sheet to locate the treasure. 3.Have fun! 4.The first 3 or 4 people in finding the treasure wins the game. But in other variations you can lead to various treasures, so more people have the opportunity to win. Needed resources or materials. The map and the clue sheet For Face to Face Classes. The map can be hand drawn or printed. You can name places with the basic geographic features of the classroom/school so students can navigate the rain forest or dark caves without getting lost! Remember the point is to promote their imagination and encourage them to read. The clue sheet can describe an actual or fictional event in the past. The story or stories should include the name of the characters and vague descriptions of the treasures involved. The rest of the clue sheet should be filled with hints, codes and even secret messages for students to decode.

For example, if you hid a gold coin playing card worth 1 extra point on the tree next to the cafeteria, you can give the following clue: It stands inside an old friend who leaves exactly next to the place where you usually go to find something to eat. The gold coin is being held by the friend’s left arm right under a fairy’s house. For Online Classes Name websites in the map as geographical places, just as it would be in the face to face form, so students can navigate the rain forest or dark caves without getting lost! Remember the point is to promote their imagination and encourage them to read. In the clue sheet give them the hints, codes, and even secret messages to decode. For example, if you want them to find a specific gold coin image worth 1 extra point, you can give the following clue: It can be found in one of the best moms and aunties’, with technological devices, social media, there you find plenty of things, but mostly pins… The gold coin is being held by (description of the account) and will come up to you only if you look for it, using the secret code (decoded before of course). Read for the Treasure! activity attached in additional resources. Go to resource 7. Author: Rossy López References. An adaptation from Chou E. (n.d.) 5 Creative ESL Reading Comprehension Activities Your Students Will Love. FluentU English Educator Blog. https://www.fluentu.com/blog/educatorenglish/esl-reading-comprehension-activities/

Letâ&#x20AC;&#x2122;s have fun reading! Objective. The main objective is that the students can feel attracted by reading and applying basic techniques to improve some other abilities such as drawing, handcrafting, technological abilities, or singing. Procedure. 1.The teacher will share with the students some cards with a reading written on it (one per student). 2.The readings must be according to their age or looking for the short versions of them. a.Hansel and Grettel. b.Wonder c.Charlotte's web. d.Frosty: The snowman

Wonder

e.Peter Pan f.Etc.

3.On the other side of the card is written what kind of activity the student is going to create. a.The custom of your favorite character of the story. b.A drawing of how you imagine your favorite character. c.A song about the story. d.A video explaining a character. 4. Choose one activity: Create your own custom of your favorite character. Draw the scenario of chapter 2. The teacher shares the readings to the students.

5.It can be used web sites or platforms to create the cards. 6.The students will share their work during the period class, showing the materials created. 7.Later the students can share their opinion about the reading chosen Needed resources or materials. - Platforms recommended to create the guessing cards: o Educaplay o Match the memory -

Readings: o Storyline Online o Open Library

o Barnes And Noble -

The students are going to need materials that can be found at home, such as: o Notebook. o Paper sheets. o Crayons o Colored papers. o Handcrafts materials mixed (using the studentâ&#x20AC;&#x2122;s creativity).

Computer/tablet or smartphone. Author: Josseline LĂłpez

References. Educaplay: Free educational games generator. (2020). Retrieved 6 June 2020, from https://www.educaplay.com Login - Match The Memory. (2020). Retrieved 6 June 2020, from https://matchthememory.com/create# Storyline Online (2020). Retrieved 6 June 2020, from https://www.storylineonline.net/ Library, O. (2020). Welcome to Open Library | Open Library. Retrieved 6 June 2020, from https://openlibrary.org/ Noble, B. (2020). Free Kid's eBooks and NOOK Books. Retrieved 6 June 2020, from https://www.barnesandnoble.com/b/free-ebooks/nook-books/kids/_/N-ry0Z8qaZtu1

Check out these resources Resource 1 (Problem and solution along with vocabulary)

Resource 2 (My piece of P.I.E.)

(Mrs. Thelen, 2020) 31

Resource 3 (Creating a Jigsaw Puzzle)

Resource 4 (Building the pyramid)

Resource 5 (Pizza)

Resource 6 (Rally for students)

To go to the complete resource clic here. https://drive.google.com/file/d/1hqVaEBePoyQhTrSt3Vyx4jF6LwJrpsm7/view?usp=sharing

Resource 7 (Read for the Treasure!)

Ending a stanza of a poem Objective Listen carefully and complete the stanza of a poem. Procedure 1. Teacher assigns a turn to each student to participate in listening activity. 2. Teacher reproduces a stanza of a poem 3. Students listen carefully 4. Then every student repeats the stanza assigned and changes the end of the last verse considering sense and rhyme. For example: Teacher

Student

Original poem

New end of the stanza

When you look at me

When you look at me,

my heart skips a beat,

I become speechless,

I become speechless

when our eyes meet.

when I cannot repeat.

Needed resources or materials - audio (cd with the poems -

cd player or cell phone

bluetooth device) Author: Marlyn Cruz

References Em (2020) 31 of the best and most famous short classic poems of all time. Retrieved from: https://medium.com/@EmEmbarty/31-of-the-best-and-most-famous-short-classic-poems-ofall-time-e445986e6df

A Questionnaire on Health Objective To develop an awareness of a healthy lifestyle. The children think about how to get healthy and then ask each other questions on health and fitness. Procedure 1. In their native language, find out what the children understand by â&#x20AC;&#x153;healthyâ&#x20AC;?. 2. Ask them if they think they are healthy? 3. Tell them in English the word in English and ask them what we should do to keep healthy. 4. Note their ideas on the board. 5. Show them the questionnaire and tell them it is how healthy they are. 6. Explain that they are going to ask each other questions and note down the answers on the worksheet.

7. Using the idea on the board, practice making questions. For instance, if they have suggested â&#x20AC;&#x153;eat fruit and vegetablesâ&#x20AC;?, the questions could be: How often do you eat fruit? And how often do you eat vegetables? 8. Put the students into pairs, give them the questionnaires and get them to practice the questions. 9. You can write the questions on the board for them to refer to. 10. Put checks on their own and their partners. 11. Change the pairs and let them start. 12. When they have finished ask how healthy they are. Who got the most questionnaires! Needed resources or materials - Download a questionnaire from the internet -

a good health poster

notebook

pen or pencils

computer

printer or internet. Author: Edson Serech

References Phillips, S. (1993), Young Learners. Oxford, England: Oxford University Press

Smile Objective Develop the ability to identify difficult sounds, words and phrases to support listening comprehension. Develop a greater awareness of features of the speech stream (weak sounds, linking, and elision). Procedure Students are meant to listen to the song / watch the video and proceed according to instructions from the teacher, which are numbered from 1 â&#x20AC;&#x201C; 5. Needed resources or materials A comfortable classroom, a quiet environment (preferable), a pen or a pencil, a show board. A number of different books with pictures within. Smile activity attached in additional resources. Go to resource 1. Author: Otto McKnight References kristine44. 2013, Feelings and Emotions, TV and Video, ESL Songs for Teaching English. https://youtu.be/aqLq81piKI0.

Back to back Drawing Objective Develop active and comprehensive listening soft skill through peer sharing time. Procedure Start by choosing the topic or vocabulary theme you want to practice. This activity can be adapted according to the ultimate topic you want to practice, while developing listening skill. It can be something as simple as family members or a little more advanced as main idea of a story. To exemplify the activity, we will use the topic of favorite part of a story. 2. Ask your students to pair up or assign them a pair of your choice. Provide instructions and guidelines. Explain they will stand back to back with each other, and that peeking each otherâ&#x20AC;&#x2122;s

drawing is not allowed. Name one person of each pair as “Student A” and the other as “Student B”. 3. Ask all Students A to draw in a specific amount of time, their favorite part of the story. If you want to place extra tricks you can include in the guidelines that only geometrical shapes can be used in their drawings, or only numbers, etc. 4. Now, ask students A to instruct students B on what they have to draw, again you can set the tricky guidelines, for example: no use of adjectives is allowed, or only shapes and directions can be spoken. Student B has to draw as similar as possible to Student A’s drawing without looking at it, only depending on his or her listening skills. 5. At the end of their assigned time, provide a moment for each pair to share their drawings. Student B could guess the part of the book that Student A had him drawing, which appeals to reading comprehension. Student A can explain why her or she choose that part of the book. In the end, you can provide a prize to the pair with the two drawings that share the most similarity. Needed resources or materials - Drawing paper and pen or pencil. -

An assigned topic chosen by the teacher according to class content or student’s interests. Author: Ana Cristina Mata

References Do not apply

Weekly Activities - Listening exercise Objective Students interpret information from a conversation and in a variety of contexts . Procedure 1. First, teacher asks students to brainstorm in an oral way common after-school activities children and teenagers might be involved in during a normal school week? 2. Teacher explains the context of the conversation. Itâ&#x20AC;&#x2122;s about a father and his daughter. The daughter wants to go to the movies with her friend but she has some after-school activities. They talk about it and they agreed what to do. 3.

Teacher

plays

the

conversation

using

the

audio

from

https://www.esl-

lab.com/intermediate/weekly-activities/ , students listen while read and respond the questions. 4. When the students finish responding the listening exercise, the teacher asks them to switch their worksheet to check each other. The teacher goes one by one telling the answers for students to check. Needed resources or materials - Listening worksheet -

Pencil

Markers

Speakers

Internet

Worksheet attached in additional resources. Go to resource 2. Author: Graciela MendizĂĄbal References Do not apply

Let us make our own report. Objective The main objective is to motive the students to improve their listening and speaking skills by using real live conversations and then discussing in groups what the listening was about. Procedure 1. Students are asked listen to an audio or video with a conversation twice. 2. Students write down some facts about the conversation or speech in a piece of paper or computer. 3. The students are asked to gather in groups of three and discuss what the audio was all about. 4. Students create a report where they use the main one but they need to write it in third person and present it to the class. Needed resources or materials - Audio files of conversation from websites -

Speaker or projector

Pen or pencil and notebooks (classroom)

Working online (computer, Tablet) Author: Eduardo Miranda

References 1. British Council (2020) (online) Advance C1 Listening Retrieved from: https://learnenglishteens.britishcouncil.org.cn/skills/listening/advanced-c1listening 2. Agenda Web (2020) (online) Listening exercise Activities: advanced Retrieved from: https://agendaweb.org/listening/advanced.html1. British Council (2020) (online) Advance C1 Listening Retrieved from: https://learnenglishteens.britishcouncil.org.cn/skills/listening/advanced-c1listening 2. Agenda Web (2020) (online) Listening exercise Activities: advanced Retrieved from: https://agendaweb.org/listening/advanced.html

Running for the Mouth Objective To listen, memorize or remember, and complete a dictation in groups. Procedure 1. Divide the class into groups of 2 – 4. 2. Paste the sheet of paper on the other side of the classroom, playground, or any open space. 3. Give the audio to each group. The teacher can use one from his/her textbook, or search on 4. 4. YouTube small audios or record his/herself using “Voki” and share the link. 5. Ask one of the students to listen carefully to a small part from the audio, stops it, and runs to write what he/she remember. 6. As the classmate is writing, the other student listens to another part of the audio, waits for his/her classmate finishes, and runs to write what he/she has listened to. 7. Repeat the same action until they finished all the audio or assign a specific time to complete the activity. 8. Wins the group that writes more and has fewer mistakes Needed resources or materials - A device to listen per group (a computer/laptop, CD player, cellphone) -

A double sheet of paper

Chronometer Author: Karen Morales

References Retrieved from: S. (n.d.). 25 ESL Listening AcVernertivities for Seven Learning Styles—from Kinesthetic to Mathematical. Fluent U English Educator Blog. Retrieved June 27, 2020, from https://www.fluentu.com/blog/educator-english/esl-listeningactivities

Background Noise Objective Students are challenged to focus on listening while inhibiting background noise while giving information. Procedure 1. Teacher gives following instructions: 2. Work in pairs. 3. Exchange short intervals of giving directions to get to a place, important information, or share a joke 4. Student will have to transmit the information with a background noise interrupting them. 5. Background noise interferes could be anything from white music, a radio a broadcast Needed resources or materials - Radio -

Music

Instruments (any that can make a noise of interferes to communicate) Author: Prisma MuĂąoz

References Daria. (08 de January de 2017). Speech-Paths . Obtenido de Active Listening Skills: http://speech-paths.com/2017/01/active-listening-skills/

Listen and Draw Objective Student will be able to produce a drawing according to the guidelines and commands that he/she listens from the teacher. Procedure This activity is focused for beginners. The students practice following instructions and commands. In this activity the student listens to the command on how, what and where to draw. The teacher is the only one speaking and giving the commands. Steps: 1. prepare the guidelines and commands. 2. Give instructions to students. 3. Students listen carefully the commands. 4. The teacher give the commands slowly and clear. 5. Students draw according to the commands. Needed resources or materials - paper -

crayons

pencil

eraser Author: Kimberly Pineda

References Do not apply.

Listening Comprehension. Objective Evaluates the listening comprehension of the students through questions and multiple possible answers to select. Procedure The teacher will play the story “Going to the zoo” two times, try to take as much notes as you can and then answer to each of the parts of the listening evaluation. Needed resources or materials - Video/ audio -

Worksheet

Pens

Internet

Electronic devices

Worksheet attached in additional resources. Go to resource 3. Author: Rubí Portilla References Retrieved from:Damien Zellers. (2013a, abril 28). Listening Exercise, beginners (Zoo) by Damien Zellers. YouTube. https://www.youtube.com/watch?v=IlF1yEnYB5E&t=115s

Creating Awesome Listeners Objective Encourage students to have the ability to improve the understanding of the English language and having an accurate pronunciation with listening skills, preparing their muscle brains for a wonderful journey. Procedure 1. Teacher tells the students about a game they are going to play named â&#x20AC;&#x153;Running for the Mouthâ&#x20AC;? and asks the students to be in groups of 10. 2. Teacher provides the students a recording, that they are going to position around the edges of the classroom. 3. On their go, one student from each group runs to their recording and listens to part of it. The student must remember what they heard, then run back to their group and dictate it to them. 4. Another group member writes it down and then runs to the recording to memorize the next bit, later running back and dictating it to the group.

5. Play continues this way rotating roles, until each group has written down the entire transcription. 6. Teacher times the groups and gives a ten-second penalty for each error in the transcript and see who produced the best time. 7. Students enjoy the activity and have an excellent experience with listening, applying all the skills learned. Needed resources or materials - Recording Machines, CDs, desks, Tables, notebooks, pen, pencils, Markers, Crayons, Author: Rita Romero References Retrieve from :Thering, R. S. (2020). 8 Creative and Engaging ESL Listening Activities for Adults. Recuperado 28 de junio de 2020, de https://www.fluentu.com/blog/educatorenglish/esl-listening-activities-for-adults/ Verner, S. (2020). 25 ESL Listening Activities for Seven Learning Stylesâ&#x20AC;&#x201D;from Kinesthetic to Mathematical. Recuperado 28 de junio de 2020, de https://www.fluentu.com/blog/educatorenglish/esl-listening-activities

Drawing as a team Objective The objective of this activity is to get hyperactive students’ attention since they will have their eyes covered. At the same time students practice the vocabulary what they learned. Time to concentrate and show how good team we are! Procedure 1. Get in group of 5 students. 2. Each student will take time to be the drawer. 3. Each group has an eye cover. 4. Sit in semicircles. If there is a possibility to sit around a table that’s better. 5. Each student has one blank sheet and a pen. 6. Enumerate students from 1-5 7. Student number 1 from each group covers his eyes. 8. Teacher will show a picture could be a flash card or with a projector. For example a house. 9. Students from number 2 to 5 can see the picture but they can’t say it, so they need to give instructions to students 1 in order to draw the house in two minutes. 10.Teacher takes the time and he or she says stop. 11.Then students 2 take turn to draw and so…on. 12.When the 5 students have been participated teacher asks them to show all their draws and the group who has the best one they will share how they get the good results. 13.Teacher will give feedback to be better the next time as a team. Needed resources or materials - Sheets of paper, pens, chronometer, images, and eye covers. Author: Cresencia Sosa References: Do not apply.

TED Talk about James Veitch Objective To improve listening skills in students, in order to maintain productive relationships, and to establish communication. Procedure 1. Watch the video regarding James Veitch. Then answer the following questions. Underline the correct answer. 2. Watch part 1 of the TED Talk about James Veitch and put the sentences in the correct order according to the sequence of events. Sentence number 1 and 2 are already made for your example. 3. Complete the meanings for the code in the following email, according to part 1 of the TED Talk. 4. Watch part 2 of the TED Talk. According to James Veitch, which of these points is he trying to make? Underline the correct answer. 5. Watch part 2 of the TED Talk. How are the emails James receives from â&#x20AC;&#x153;Solomon Odonkohâ&#x20AC;? and the emails he receives this time similar? Needed resources or materials - A blue or black pen. -

Play the videos

Headphones

Activity attached in additional resources. Go to resource 4. Author: Elizabeth Urizar References Cengage Learning Custom P. (2018) Unit 2 The Business of Technology. In PERSPECTIVES 3 (pp. 28-29). Massachusetts, MA:

Authentic news. Objective To develop listening comprehension on authentic information (news). Procedure Ss. take a look at a picture which depicts the news they will listen to. (The news is adapted to the Ss´s level). T. asks some questions and Ss. make predictions. T. plays the audio and provides Ss. the title of the news they will listen to, for example: “Dish Soap for Dinner”. Ss. listen to the audio three times. First time: Ss. just listen. Second time: Ss. listen to the audio again. Third time: Ss. listen to the audio and write 10 key words from the audio. T. gives Ss. a short five – item exercise for Ss. to select the correct answer. T. shares the transcript with Ss. and they compare the transcript with their key words. T. may expand the activity with his or her own ideas. Needed resources or materials - Newsapaper Author: Claudia Carranza References Retrieved from: Sandra Heyer. (1996). True Stories in the News: A Beginning Reader, Second Edition. (pp. 2-4). United States of America: Addison Wesley Longman Publishing Company.

Colors Race Objective The objective of this activity is to develop the listening skill by following the partnersâ&#x20AC;&#x2122; instruction to finish the Colors Race. Procedure 1. Teacher needs to prepare, five sets of 4 circles each, they must be of different colors, which will be pasted around the class and five maps to show the route how those circles will be reached. 2. Before class will start, teacher must paste the circles in different places that can be reached around the class, each set of one color must be pasted together in one place (for example all red circles together), they could be pasted to form a line or a circle, and also put different obstacles around the class using things that have in the classroom such as chairs, desks, trashcan, etc. 3. Students will work in pairs, one of the students will be the guide and the second one will be the runner. They decide who will play each role. Once they agree, the runner must use a sleeping mask to cover his eyes, so he cannot see the classroom and the guide should pick a map to know what will be their route to reach each circle. 4. The guide must walk in front of the runner and cannot touch him. He must say aloud instructions to the runner to walk around the class until they will reach each circle. 5. The runner must listen carefully to his guide to reach the place where the circle is and grab it with his hand to be able to go to the next one. 6. Five pair of students will play at a time on this race (if there is not enough space, you can decide if only 3 pairs play at a time) and they will have 2 minutes to finish the race or to

reach as many circles as they can, the couple with more circles or who will finish first wins the race. 7. Depending, if you have enough time and space, or a small group of students, all of them can participate at once or in groups of 5 pairs but all the pairs, just keep in mind that you will need to prepare the material according to your group. Needed resources or materials - Five sets of 4 circles each, they must be of different colors. For example:5 red, 5 blue, 5 yellow and 5 green. -

tape or masking tape to paste the circles.

5 maps which will show the route that each pair follow to reach the circles, for example one map will start with color red, then blue,yellow, and green, the second map will start with color blue, then yellow, green and red, and so on.

The four of them must be different.

5 sleeping masks to cover the runners eyes.

Different things that you have in your classroom to use as obstacles, such as desk, small table, trashcan, chair, etc.

Author: Kareen Castellanos References Do not apply

Which One is the Odd One Out? Objective To develop the ability to identify difficult sounds, words and phrases to support listening comprehension. Procedure The teacher has to say a string of words that students are part of a particular theme or category. Insert one word into the set that does not belong and ask your students to identify the word that doesnâ&#x20AC;&#x2122;t belong. Needed resources or materials - List of words -

Chalk/white board Author: Leonela MuĂąoz

References Retrieved from: Mcilroy, T. (2020). 17 Fun and Simple Listening Activities for Kids Empowered Parents. Retrieved 1 July 2020, https://empoweredparents.co/8-games-toimprove-your-childs-listening-skills/

Recognizing Phonological and Morphological Elements Objective This activity focus in the listening by creating a table with rows of words that students frequently confuses like the homonyms or the homophones, the repetition of the words and the correct pronunciation by the teacher helps to tune the ear. Procedure Teacher prepare table in rows with 4 or more words that sounds similar. 2. Teacher gives the instructions to student underling that they should point attention to each word and select the correct answer. 3. There are two modalities depending if teacher focus in phonics of morphemes then he/she can select a sentence that include some of the words of the same row or only say the word. Buy

Bye

Bite

Ice

Eyes

Eight

Ate

4. Student select the word that he/she believes is the correct and teacher continues until complete the table. Needed resources or materials - It is necessary a post if bigger is better, or a projector that displays the table.

Author: Caleb De Leรณn References DOUGLAS BROWN. Language Assessment Principles and Classroom Practices, Pearson Longman, Georgia State University, United States. P. 123,124.

Slap the word Objective To encourage sharp listening and quick reaction times. Procedure Students sit opposite each other in pairs, with pre-prepared words in between them. There should be no more than eight words, and students should look at them first to familiarize themselves. As they listen to a chosen dialogue, they have to slap the correct word when they hear it. Fastest slap wins a point. The most important is that students stay engaged by being challenged, doing something new and having fun. Needed resources or materials - Vocabulary words Author: Gabriela Escobar References RachelRock (2020) 10 Awesome Activities to Improve Intermediate ESL Studentsâ&#x20AC;&#x2122; Listening [online] Retrieved from: https://www.fluentu.com/blog/educator-english/esl-listeningactivities-intermediate/

Movie day Objective To promote authentic listening in class through the projection of a movie chosen by the students. Procedure First things first, do your students actually like movies? Or do you consider you will get the permission for being able to have an activity like this? If not simply replace the movie with a trailer only, or the clip of a movie, or maybe a video from either some youtuber or celebrity, it really doesnâ&#x20AC;&#x2122;t matter, as far as you are conscious that what they are going to listen to, is not a made up dialogue for them to identify a structure or specific vocabulary but real people speaking in the real world. FACE TO FACE CLASSES. 1. Once conscious of that, have your students propose a movie, you can have them like all school, writing on the board the options and then voting or having all the options in a random picker and then letting it choose the movie. 2. With the movie chosen, proceed to prepare for the activity, the point of it is to be not only a learning activity, but a fun one, so you can organize the class for bringing food or wearing pajamas. Have them feel relaxed. 3. The day of the activity, before starting with the projection of the movie, set up clear expectations about what is going to happen after the movie, worry only about active listening, so come up with a guide that includes any of the following techniques, summarizing, listening for feeling, body language observation, paraphrasing, reflection, questioning, clarification or any other that you know could elicit that active listening.

4. Of course, for coming up with the guide, you will have to take the time to watch the movie in advance. Remember you need to choose key points, specific characters, so they can perform their listening analysis. 5. After the movie, start the discussion with topics from the guide. ONLINE CLASSES. 1. Of course, choosing the movie, should work the same. 2. The rest could vary according to permissions from your school as well, if you want everybody

to join on a video call and watch the movie together, that sounds nice. If not, just find some good websites where they can find the movie and send them to your student along with the guide. 3. In class perform only the discussion. Needed resources or materials FACE TO FACE CLASSES. -

The wheel, either done by you or a site.

The movie, either from a platform or in DVD.

The listening guide developed according to your needs.

Projector and speakers.

ONLINE CLASSES. -

The wheel, either done by you or a site (find some websites in the qr. Codes).

The movie sites where the movie will be available.

The listening guide developed according to your needs.

Additional resources for more ideas attached in extra resources. Go to resource 5. Author: Rossy Lรณpez References: Do not apply. 60

The Plant of Inmortality Objective Recognizes the vocabulary words seen in class previously by storytelling. Procedure 1. The teacher will provide a random link to each of the students with an audio with a story. 2. The student will listen to the short story there and then they are going to illustrate 10 objects from the vocabulary learned in class that it is recognized in the story. 3. During the online class, the students will share about the story, what was it about, and also their drawings. 4. The teacher will share with the students a set of questions to ask about the story in general. Needed resources or materials - Online resources -

Internet connection

Audio stories Platform

Headphones

Microphone

Papers, and materials to draw. Author: Josseline Lรณpez

References Storynory - Free audio stories for kids. (2020). Retrieved 27 June 2020, from: https://www.storynory.com/

Work in pairs Objective To encourage students to listen as often as possible is one of the goals the teacher has to take into account when teaching. Procedure Bring a song you like and share it with your partner, (an easy song no too hard to learn) bring your earphones both of you. The activity will be for tomorrow, to share the song; then your partner will practice that song the whole week with your help then, next week, on Tuesday your partner will present the song shared with him/her to the class, at least one of the stanzas. Needed resources or materials - computer, earphones -

movie, television or computer

list of songs and movies Author: Daniel Ramirez

References Do not apply.

Check out these resources Resource 1 (Smile)) SMILE 1. Watch the video. Or you can use this link: https://youtu.be/aqLq81piKI0

2. Circle the â&#x20AC;&#x201C;ing verbs you hear in the song. Aching

giggling

helping

breaking

shining

moving

trying stopping

pouring

crying

3. Choose, underline the correct word. Smile though your heart / head is aching Smile / Laugh even though it's breaking When there are fogs / clouds in the sky, you'll survive / get by If you smile through your panic / fear and sorrow / grief Smile and perhaps / maybe tomorrow You'll see the stars / sun come shining through for you

4. Fill in the missing words. Light up your face with ____________ Hide every trace of ____________ Although a _________ may be ever so _________ That's the _________ you must _________ on trying Smile, what's the _________ of crying?

You'll _________ that _________ is still worthwhile If you _________ smile.

5. Find the synonym in the song happiness

_________________

weeping

_________________

to continue

_________________

worthy

_________________

blues

_________________

to grin

_________________

ANSWER KEY. 2. aching - breaking - shining - trying - crying 5. happiness

gladness

weeping

crying

to continue

to keep on

worthy =

worthwhile

blues =

sadness

to grin =

to smile

Resource 2 (Weekly Activities - Listening exercise) WORKSHEET: WEEKLY ACTIVITIES

1. What one thing does the girl NOT have to do on Wednesday after school? a) take care of children b) practice the piano c) finish homework assignments

2. The girl can't go to the movie on Monday because she _____. a) needs to write a paper b) has to catch up on her French homework. c) must practice for a math test

3. How long is her soccer practice on Tuesday? a) two hours b) an hour and a half c) one hour

4. On Saturday, the girl has to _____. a) clean the garage b) pick up her room c) finish her science Project

5. The girl is going to see the movie at ____ p.m. a) 9:00 b) 5:00 c) 7:15

ANSWER KEY: 1. c) finish homework assignments 2. a) needs to write a paper 3. b) an hour and a half 66

4. a) clean the garage 5. b) 5:00

Resource 3 (Listening Comprehension) Instructions: Underline the correct answer to the questions presented below.

1. How old is Gary? a. b. c. d.

Five years old Six years old Seven years old Eight years old

2. How many students are in GaryÂ´s class? a. b. c. d.

Fifteen Sixteen Seventeen Eighteen

3. What did the teacher give to the students? a. b. c. d.

A piece of paper A set of crayons A coloring book Pens and pencils

4. What is the address of GaryÂ´s School? a. b. c. d.

2248 Washington Street 2345 West Market Street 2347 West Market Street 2246 Washington Street

5. What is the phone number of the School?

a. b. c. d.

570 364 2819 572 364 2881 570 364 2791 572 363 2819

Second Part. Instructions: Write the letter in the blank space that corresponds to the matching answer.

a. Zebras seen by Gary. b. Baby Zebras c. Zebras lying under a tree. d. Cost of the ticket. e. Time of the bus trip to the zoo.

Third Part. Instructions: Fill in the blank space the correct missing word. 1. The _______________ entered the ________________ one by one.

2. The teacher asked the students to practice their _____________ by __________________ animals.

3. Gary was _________________ he loved ____________________.

4. 7 Zebras were ___________________ beside a pool of __________________.

5. Baby zebras were _______________ around and ____________________. ANSWER KEY First Part 68

1. 2. 3. 4. 5.

B. 6 years old D. Eighteen A. Piece of paper C. 2347 West market st A. 570 364 2819

Second Part 1. E. Time of the bus trip to the zoo- 45 minutes 2. D. Cost of the ticket- $3.50 3. A. Zebras Seen by Gary- 12 4. C. Zebras lying under a tree- 3 5. B. Baby Zebras- 2

Third Part 1. Students, Zoo. 2. Counting, counting. 3. Excited, animals. 4. Standing, water. 5. Running, playing.

Resource 4 (TED Talk about James Veitch) Directions Part I: Watch the video regarding James Veitch. Then answer the following questions. Underline the correct answer.

1. If somebody is deleting something, they are: a) getting rid of something. b) adding something c) building something 2. What is a proposal? a) an instruction to be carried out b) a refusal to do something c) an offer or a suggestion 3. What does it mean to ship to ship something? a) send something b) receive something 69

c) travel with something 4. What is bullion? a) a type of ship b) bars or blocks of valuable metal c) a special kind of email using code Directions Part II: Watch part 1 of the TED Talk about James Veitch and put the sentences in the correct order according to the sequence of events. Sentence number 1 and 2 are already made for your example.

a) b) c) d) e) f) g) h)

I figured I had to knock it on the head. _________________ On real estate what about you? _______________________ Dude, you have to use the code! _____________________ I´m a hedge fund executive bank manager. _____________ I have to go to bed now. ___________________________ I could do what I think we´ve all always wanted to do. ____1_____ If we're going to do it let's go big. _______2_______ I didn't hear back. I thought, “I've gone too far”. ______________

From: James Veitch To: Salomon Odonkoh

Solomon, I spent all night coming up with this code: Lawyer: Gummy bear Bank: _____________ Legal: Fizzy Cola Bottle Claim: _____________

Documents: ______________ Western Union: A Giant Gummy Lizard.

Directions Part III: Complete the meanings for the code in the following email, according to part 1 of the TED Talk. Directions Part IV: Watch part 2 of the TED Talk. According to James Veitch, which of these points is he trying to make? Underline the correct answer. 1. He replies to spam email when he is bored. 2. He suggests it is a good way to spend any spare time. 3. He replies to spam email to take up the time of the spammer. He suggests that this stops them from contacting other people. 4. He replies to spam email because he is interested in the financial benefits. He suggests that people can make money by doing business online. Directions Part V: Watch part 2 of the TED Talk. How are the emails James receives from â&#x20AC;&#x153;Solomon Odonkohâ&#x20AC;? and the emails he receives this time similar?

Resource 5 (Movie day)

Name poems Objective To expand vocabulary, creative use of the language by writing. To give students a sense of achievement in the foreign language. Procedure 1. The children write a very short poem or a sentence, based on the letters of a chosen word, for example

their

names.

https://drive.google.com/file/d/16Qwszyhe0q6l4IiucFye1ST5dY23WtqO/view?usp=sharing 2. Ask students to think of English words beginning with the letters. Make sure you get a variety of parts of speech, (nouns, verbs, adjectives, articles, etc.) Then put a variety of little words in a circle,

for

example,

the,

and,

with,

on,

in,

at.

https://drive.google.com/file/d/16UHJ4Qwwhttf82ovkSncpI0wgRp7Cu3Q/view?usp=sharing 3. Get the students to help you choose words from the board to make a small poem which each letter of your name begins a line. You could have longer lines, for example: https://drive.google.com/file/d/16WN1WowHKNpLYcnuv6ZniCzsAAP8wM4v/view?usp=sh aring 4. Now ask students to do the same thing with their own names. The poems can be displayed on the board. Needed resources or materials - notebook -

pen or pencil

dictionary Author: Edson H. Serech Solis

References Phillips, S. (1993), Young Learners. Oxford, England: Oxford University Press

Poetry Scavenger hunt Objective This activity encourages students to see the poetry in the everyday language around them, while helpfully reinforcing their understanding of some of the convention of the genre. Procedure 1. Teacher provides to students the instructions that are the description of the activity. 2. Encourage students to “scavenge” their school, home, and outside community for snippets of language they can compile into a piece of poetry or a poetic collage. 3. Teacher will ask the amount of words. 4. They may copy down or photograph words, phrases, and sentences from signs, magazines, leaflets, social media. 5. Print and make an album with their pictures• 6. Once students have gathered their language together, they can work to build a poem out of the scraps, usually choosing a central theme to give the piece cohesion. They can include corresponding artwork to enhance the visual appeal or their work too, if they wish.s. Needed resources or materials - pictures from their words -

an album created by students

sheets of paper Author: Yeni Sanum

References 7 Fun writing activities for reluctant writers. (n.d.). Retrieved June 13, 2020, from https://www.literacyideas.com/7-fun-writing-activities-for-students

Smart writers. Objective Reinforces the spelling, writing, grammar, reading comprehension and creativity of the students in different parts of the evaluation. Procedure General Instructions: Individually read the instructions and directions; make sure to reach the specific aspects that are required in order to complete this task properly. 1. First Part. Instructions: In this evaluation you need to create a story with the pictures provided by the teacher, look carefully at each of the images, use your creativity and write a story in no less than 10 lines, take care of your spelling, punctuation and vocabulary. See resource 1 2. Second part Instructions: Put the words below into the correct order to make a sentence. Needed resources or materials - Sheets of paper -

Pens

Worksheets Author: RubĂ Portilla

References Ielts.org. 2020. [online] Available at: https://www.ielts.org//media/pdfs/115026_general_training_reading_sample_task_-_shortanswer_questions.ashx?la=en [Accessed 18 June 2020].

Share your Ideas and thoughts Objective Students are encouraged to write anything that comes to mind and be free to express their thoughts at any moment during the school year. Procedure 1.Teacher places a medium bulletin board in the classroom. It can be with magnets or pins. 2.On the side of the bulletin board would be located colorful paper post-its and pens. 3.Decorate the bulletin board about writing to appeal studentsâ&#x20AC;&#x2122; attention. 4.Ask students to express their feelings, share poetry, quotes, or short stories 5.Explain that every Friday, it would be shared to the class. Needed resources or materials - Bulletin board (You can find in Dollar city story or Office Depot) -

Post -its

Pens

Crayons Author: Prisma MuĂąoz

References K-2, G. a. (18 de 08 de 2016). Pinterest. Retrieved from Glitter and Glue 4 K : https://www.pinterest.com/pin/512777107567692128/

Continue the story Objective To develop the writing process and structure in a collaborative process. Procedure 1. Before class, think in one situation or title you want to students write about. Remember that it is necessary to take into consideration their age and level. 2. Divide the class in groups from 4 to 6. 3. Gives them the title or the situation. 4. The first student start writing according to his/her imagination. Set a limit time, it can be 2 or 3 minutes. 5. After the time limit has passed, next student has to continue with the story where his/her classmate left it. Remember that students have to follow the writing process. 6. Continue in the same way, until all students have participated. 7. After that, each group reads their stories in front of the class. 8. Finally, check them and give feedback. Needed resources or materials - Sheet of paper of each group -

Chronometer Author: Karen Morales

References 7 FUN WRITING ACTIVITIES FOR THE RELUCTANT WRITER. (n.d.). Literacy Ideas for Teachers and Students. Retrieved July 6, 2020, from https://www.literacyideas.com/7-funwriting-activities-for-students

OREO Writing Objective Students convince others to think in a certain way and shares their point of views. Procedure Students write their opinion about “Influencers are a good influence in your life” using the OREO essay. 1. First, teacher shows a real OREO cookie. Removes every part of the OREO and then teacher explains that the Oreo Writing is when you follow a certain structure. O is for opinion, R for reason, E for example and O for opinion restated. 2. Teacher explains that the first O, is where the student writes your point of view and also by writing an attention grabber. 3. Teacher explains that the R, is where the student writes their reasons why do they wrote their opinion. 4. Teacher explains that the E, is where the student writes an example or several examples about the opinion they chose. 5. Teacher explains the O, is where the student writes again the opinion but as a conclusion sentence. Needed resources or materials - OREO Cookies -

Sheets of paper

Pencil Author: Graciela Mendizábal

References Do not apply.

Becoming a songwriter! Objective To encourage students to write for both learnings, working on vocabulary and grammar, and writing, having them creating based on their own interests, through the development of a new song or an adaptation of their favorite song. Procedure Music is a great way to connect people, lots of people prefer the same genre, but there are many genres and even variations among those genres, so possibilities are endless. This activity can be done individually or in groups if you would like to develop collaborative writing as well. Up to you, here is what you will need to do in order to develop it. FACE TO FACE CLASSES. 1.Prewriting.To start with the activity, bring to class one of your favorite songs, but that also you believe your stills will know or even like. Classics are the best options. Afterward, write out the chorus on the board with some of the words missing. Students can then rewrite the chorus with their own words and sing their own version.

2. This worked only as an engagement process, for the next class asks each student or each group, according to how you decided to work on it, to bring a song for them to change. You can either ask them to rewrite the whole song or just the chorus or even just modifying some words, this based on the level you are teaching. 3. Once ready with the song ask them to start brainstorming about what they want their song to be about, they have the original song as the blueprint, so this should not be so difficult. 4. Drafting. As long as they have a clear idea of what they want to do with the song they can start with the changes, words, sentences, or paragraphs, remember, this depending on the level. 5. Advise them to read their changes at loud and even with the music, to see if their changes are working. Asking some friends or the teacher to listen to how they are doing is a great idea. Encourage them to be confident enough to share their changes. 6. Revising. In this part students have the changes done. However, in this part, they’ll take the time to change what seems not to be working out as it should. They are free to charge whatever they feel like it, and finally presenting it again to friends or teachers to see how it is working. 7. Editing. Once the “new song” is ready. It is now time to check the writing structure itself, complete sentences, spelling, punctuation, sequence. They can again ask a classmate to check or hand it to you, so you can check it as well. 5. Publishing. Finally, for the publishing stage, have them present their final version to you, printed or handwritten, and sing it in front of the class. If they are really good, which will most likely happen, save their songs for a special event, like mother’s day or a school fundraising activity, in which they can hand their lyrics to the audience and have everybody sing their version.

ONLINE CLASSES. The only variations you can consider for online classes are: 1.Having them work individually, might be the best option, as it would be easier to know who is working and who is not. 2.Instead of saving the song for a special event, have them record a video singing their song, or a karaoke video presentation. Needed resources or materials - The song you will first present to students. -

A steps sheet would be useful, print, or send in the platform the steps, but directed to students, so they know beforehand the whole creation process they have to go through in order to develop the project.

Make sure your students have the proofreading marks to use when correcting clearly, so not only the ones checked by you but by friends can be properly checked. Author: Rossy Lรณpez

References An adaptation from Deubel D. (September 22, 2009) Teaching writing - activities and ideas. EFL Classroom 2.0 Blog. https://ddeubel.edublogs.org/2009/09/22/teaching-writing-activitiesand-ideas/comment-page-1/ For more ideas see Additional resources.

Writing to the rhythm Objective Provide a space for creative writing through comprehension and individual emotional response to the lyrics of a song. Procedure 1. Choose a song according to the level of English proficiency your students are at. Explain to them they will listen to the song and then produce a text-based on creative writing. You can give as many details of the final product as you desire so that your students have a clear end in mind. 2. Play the song one time and ask your students to listen only, if you can get them to close their eyes and focus on their emotions it is even better. This is a good activity to practice mindfulness as well. 3. Request the student to listen to the song again, but this time as your students to write a brainstorm of ideas the song produces in them. If your students have previous knowledge of the writing process, then use the name for this step: brainstorm. 4. Now provide your students with an appropriate amount of time to work their outline and first draft according to their proficiency level. This activity can be adapted to students who are

beginners by asking them an end result of a simple paragraph, intermediates could produce two paragraphs and advanced students could produce an essay to respond to a question or based on a sensible topic. The activity can be linked to emotions, struggles, or others according to the selected song. 5. Formative and summative evaluation can be performed with a rubric or checklist adapted to the level of proficiency and specific competencies developed on the writing course. Needed resources or materials - A song, provide your students with the name and author of the song to avoid plagiarism or other situations. -

For steps 3 and 4, it is optional to provide a printed structure or graphic organizer to guide them on their writing process.

If you do not wish to standardize the writing process resource, then just provide them with a sheet of paper and a pencil or pen.

Rubric or checklist. Author: Ana Cristina Mata

References Do not apply.

Discovering the mine of ideas using The Journalists' Questions. Objective To learn how to ask the appropriate questions in order to get all the details that will be necessary to write an essay using the following elements to research a topic easily approached by asking the questions Who?, What?, Where?, When?, Why?, and How?. Procedure The teacher will assign the time frame that each step is going to take. 1.The students are given (minutes) to identify or focus on an event that is going to take place soon can be a concert, one of the newest movies, health issues, and what social group the event will be involved with. 2. Links for possible movies to focus on: https://filmgator.com/movies/2018/2020/Action 3. Link for upcoming concerts https://concertful.com/ 4.Global

health

emergencies

https://www.paho.org/en/topics

https://www.who.int/emergencies/diseases/en/ 5. Then the students are going to evaluate what problem/benefit the event or phenomenon affects. 6. The students are going to research where the problem will occur/occurs, (if it is for learning process the place can be fictitious).

7. The students are going to research when the problem began/is/will be, can be considered year, month, week, or day. 8. The students are going to research why the event/problem started. 9. The students are going to indicate how the problem or phenomenon affects or benefits society. 10. After answering these questions the students are going to start the draft for the fiveparagraph essay. Needed resources or materials - Printed articles, websites, computers/tablets, notebooks, pen, and pencil. Author: Eduardo Miranda References 1Retrieved from: University of Kansas (2019)(online) PREWRITING STRATEGIES Retrieved from: https://writing.ku.edu/prewritingstrategies#%3A%7E%3Atext%3DWe%20often%20call%20these%20prewriting%2Cdevelopi ng%20topics%20for%20your%20writing Jackson State Community college (2020) (online) Five paragraph essay Retrieved from https://www.jscc.edu/academics/programs/writingcenter/writingresources/fiveparagraph-essay.html Filmgator (2020) (online) Action Movies 2018 â&#x20AC;&#x201C; 2020 Retrieved from: https://filmgator.com/movies/2018/2020/Action PAHO (2020) (online) Topics Retrieved from: https://www.paho.org/en/topics WHO (2020) (online) Emergencies â&#x20AC;&#x201C; Decease outbreaks Retrieved from https://www.who.int/emergencies/diseases/en/ GT Concertful (2020) (online) Concerts near Guatemala City,

Personal Profile Objective Develops the writing skill describing him/herself in an online personal profile. Procedure Before creating an online profile, students need to prepare the information to be steps: Ask students to make notes about: your personal information (name, age, where you live) your work or study where you live and who you live with your free-time activities and why you like them PRACTICE: Students write their profile using their previews notes. Tell them to use one paragraph for each topic (at least three paragraphs). Then check their work (if they are using the correct grammatical structure, spelling, connectors, vocabulary, etc.) FINAL JOB: After you have approved their job ask them to share their classwork with their classmates in a blog or any platform that you are using. Needed resources or materials - Pen and notebooks Author: Prisma MuĂąoz References Scrivener, J. (2018), Personal Best, United Kingdom, Richmond/Santillana

Weekly Journal on Penzu Objective Encourage students for self-writing by narrating their week in the online website Penzu Procedure This is an activity to develop narrative writing skills. The purpose of it is to encourage students to narrate a creative story about their daily routines and it can be accessed at any time. Penzu is a website where students can write a journal and share it. In this journal, students can add pictures, links, and it also suggests prompts to students to write on it. Here is an example I made on this website:

https://penzu.com/p/abf85ff1

Steps to do the activity: 1.Introduce and give instructions to your students about this activity. Do not forget to encourage them and present this activity with enthusiasm. 2.All the students need to create an account on this website. 3.Check the website next to students to teach them how to use it and all they can do in it. 4.State the writing guidelines for your students. 5.Have fun writing. 6.Ask your students to share what they wrote by sending you the link. Needed resources or materials - Computer or Ipad. -

Internet Connection.

Link for Penzu website. Author: Kimberly Pineda

References Do not apply

Take an Adventure with Writing Objective Objective of the Activity: Let the students have the freedom to choose and explore ideas, imagination, creation and creativity in writing. Procedure 1. Teacher briefly explains to the students how the emails are the main source of communication between people around the world, and about the great email writing activity in the classroom. 2. Students are going to work in pairs, during the activity, where they are going to have the opportunity to apply and put into practice the writing and communicative skills learned previously. 3.Teacher tells the students to work in pairs and provides them worksheets, (student A and student B). One worksheet has the details of a birthday party for a friend, and another one has the information about the challenges that one student will have to be on time at the party. 4. Student A will write an email to his/her partner inviting and explaining the key aspects of the party. Student B will write an email to his/her partner explaining why he/she will not be on time at the party (They will have to use his/her imagination and creativity).

5. Teacher floats around the classroom and makes sure everyone is focused on the task at hand. Answers questions which may arise during the activity and places a decorated poster in the wall. 6. At the end of the activity teacher requests the students to paste their works as a collage in the poster previously placed on the wall. 7. Teacher asks students for feedback on the activity in three words. Needed resources or materials - Resources of Materials Needed to Develop the Activity in the EFL Classroom -

Worksheets, Poster, Party Environment, Pens, Markers, Crayons, Tape, and Scissors.

Author: Rita Romero References Deubel, D. (2009, 22 septiembre). Teaching Writing - Activities and Ideas. Recuperado 16 de junio de 2020, de https://ddeubel.edublogs.org Seifert, S. (s. f.). 5 Activities Guaranteed to Get Your Students Excited About ESL Writing Practice. Recuperado 16 de junio de 2020, de https://www.fluentu.com Students Lack Critical Background Skills. (s. f.). Recuperado 16 de junio de 2020, de https://www.cmu.ed Whitaker, C. (s. f.). Best Practices in Teaching Writing. Recuperado 16 de junio de 2020, de https://www.writenowportland.com

All for one and one for all Objective This activity is useful to make students write and be part of the idea. Procedure

1. Form groups of 8 students. 2. Each group needs to form a semicircle.Esencia Students 1 to 4 give the idea. 3. From students, 5 to 8 write the story on a sheet of paper. 4. Each group chooses their topic (animals, family, students, politicians, jealous girlfriend/boyfriend, etc.) 5. Student 1 starts with the story she or he says just one sentence then the next student continues the story saying just one sentence and soâ&#x20AC;Śon. 6. While student 1 says the first sentence, student 5 writes it and adds 1 word but silently, then student 6 takes the paper and continues writing the sentence from student 2 and adds 1 word silently too and soâ&#x20AC;Śon.

7. The writers read the story, because of the extra word between each sentence the writing will be funny. 8. The whole group of 8 has 2 minutes to fix the writing if it is necessary. 9. Switch student 1 by student 5 and student 2 by student 7 and soâ&#x20AC;Śon and do it one more time. 10. The whole class creates a booklet with all the short stories by filing them in a folder. 11. Some volunteers can decorate the folder and the sheets of paper. Needed resources or materials - A sheet of paper for each group of 8, pieces of paper with topics, pens, markers, a puncher, crayons, and a folder. Author: Cresencia Sosa References eShool News. (2020) Innovations in Educational Transformation 2020. Retrieved May 17, 2020, from: https://www.eschoolnews.com/2016/08/04/encourage-critical-thinking-byturning-your-class-into-a-socratic-seminar/ ALL FOR ONE. (2020) helping to change children's lives across the world through health and education 2020. Retrieved May 17, 2020, from: https://allforone.org/

Living the Dream Objective To improve writing skills and critical thinking in the students, by analyzing and interpreting graphics. Procedure According to the next article, answer the following questions in not less than 5 lines. See additional resources. Complete the bold phrases about work with these words. Which sentences describe problems? Which describes opportunities? See Additional resources Change full forms of verbs to reduced forms (contractions) for paragraphs 1, 2, and 3. Needed resources or materials - A blue or black pen. Author: Elizabeth Urizar References Unit 1 Hopes and Dreams. (2018). In PERSPECTIVES 4 (pp. 12-13). Massachusetts, MA: CENGAGE LEARNING CUSTOM P.

The First Time I Fell in Love (activity for teenagers or young adults). Objective To write a ten-line paragraph with the topic “The First Time I Fell in Love”. Students. may even choose fiction or their real story. Students. are allowed to write funny facts in their paragraph. Procedure Students are given a checklist on the aspects to be taken into account: correct punctuation and capitalization, correct use of simple past, complete sentences, topic development, use of at least two transition expressions. After grading the paragraphs, Teacher reads or projects each paragraph with previous authorization from Ss. without revealing the name of the author and his or her score. If the class has plenty of Students., Teacher just reads or projects three or four paragraphs at random with the previous authorization of Ss. Needed resources or materials --------Author: Claudia Carranza References J. Michael O´Malley and Lorraine Valdez Pierce. (1996). Authentic Assessment for English Language Learners. Practical Approaches for Teachers. (pp. 159-160). United States of America: Addison-Wesley Publishing Company. 94

Friendship Objective The objective of this activity is to develop the prewriting stage of the writing process, by choosing and writing a description of the characters of a short story that will be written by the students. Procedure 1.Teacher brings for each student an animal stuffed-toy or pictures of animals. (They have to be related to the vocabulary that kids already learned about animals, for example, farm animals, pets, wild animals, etc.) 2. Ss can interact with the pictures or stuffed-toys for three minutes, and talk about them. The teacher has to ask them some questions, such as: What is it? Do you have one at home? What is its name? What could be its name? Where does it live? What is its color? Is it big or small? 3. While the teacher asks students about the animals he/she writes their answers in a brainstorming graphic at the whiteboard.

4. Each student must choose one of the stuffed-toys or pictures and write about it. They can use the words on the brainstorm that was written on the whiteboard, name, what kind of animal, color, size, etc, to describe them. For example: It is Simba. Simba is a big lion, its color is orange. This is a white cat. It is small, and its name is Kitty. If the teacher has enough time to keep working, students can start with the draft stage. Students will work in groups of 4, otherwise, they can continue on to the next class. 5. The teacher will give each group a color piece of paper with the title “FRIENDSHIP”, then each team must write their sentences together as a story and make up a final paragraph to describe the characters' (animals) friendship.

FRIENDSHIP It is Simba. Simba is a big lion, its color is orange. This is a white cat. It is a small animal, and its name is Kitty. Simba and Kitty are friends, they met at the zoo and they are happy to be friends. Needed resources or materials - Animal stuffed toys or pictures -

Color piece of paper with title “FRIENDSHIP” Author: Kareen Castellanos

References Do not apply.

â&#x20AC;&#x153;Dear editorâ&#x20AC;? Objective To analyze readings applying critical thinking by answering the newspaper editor with their opinions and points of view. Procedure Students may choose stories from the newspaper and then write a "Dear editor" letter in response to the story. They can express their thoughts regarding the subject matter, voice their approval or disapproval of the happenings in the story, request more information, etc. Needed resources or materials - Newspaper Author: Gabriela Escobar References Denine W (2020) Teaching ESL writing skills [online] Retrieved from https://shaneschools.com/en/teaching-esl-writing-skills-3-activities-that-work/

Send a letter! Objective The main objective is to let the students explore the writing world by sending letters to different people, they can be classmates, family, or friends out of school. Of course, they are going to practice their grammar and spelling of the words. The student should send during a period that the teacher assigns, several letters. (This can be taken as a formative assessment). Procedure In the classroom 1.The teacher assigns to a student to be the mailman. 2.The teacher will deliver sheets of paper (with designs if desired) for them so they can be interested in the activity. Parents

Best friend

Grandparents

Classmates

Teacher

Other

3.It is given by the teacher a card with a list of people who the students can write to. 4.Once the students get this card, they can choose who they are writing to. 5.The mailman will collect the letters and will deliver them to the people who are destined to, (only if they are for people in the school otherwise, the teacher will collect them to be delivered) 6.Later, the student or who received the letter must check if there are grammar mistakes or something extra that was not good about writing and highlight it. 7.The letters must be delivered to the teacher again as the last step, to be checked. 8.The students should write on the other side of the card given earlier, the number of letters written and give it back to the teacher.

The minimum number of letters from a student is one.

Online class 1.The teacher enrolls the students to a mail platform special for kids. 2.The passwords and keys are shared by the teacher to the parents and the students through their usual platform of classes or any other. 3.The teacher shares a card which contains some ideas about people who the students can write to a letter. Parents

Best friend

Grandparents

Classmates

Teacher

Other

4.Later the students start writing in the mail platform assigned by the teacher. 5.The letters can be checked in the mail platform by the teacher and also by the parents. 6.The teacher can permit or avoid emails from some students if they are inappropriate. Needed resources or materials - In the classroom -

Sheets of paper

Cards that are given by the teacher.

Online class

Kid's email platform.

Author: Josseline Lรณpez References Email, K. (2020). KidsEmail - Safe Email for Kids!. Retrieved 13 June 2020, from https://www.kidsemail.org/

Coronavirus arctic thorn Objective To produce short answers using the new vocabulary Procedure Read the paragraph and Answer the questions about the “Coronavirus” article. See Additional resources for text and questions Needed resources or materials - Internet -

Computer

Coronavirus article Author: Luisa Urquizú

References New scientist . (s.f.). Obtenido de Could the new coronavirus really kill 50 million people worldwide?: https://www.newscientist.com/article/2233085-could-the-new-coronavirus-reallykill-50-million-people-worldwide/

100

101

Check out these resources Resource 1 Smart writers. First part

Second part 1. take / photos / they / every Monday. __________________________________________________________________ 2. goes / every day / she / to school. __________________________________________________________________ 3. football / Eric / after school / plays. __________________________________________________________________ 4. is making / he / at the moment / breakfast.

102

__________________________________________________________________ 5. to the club / the girls / go / on Saturdays. __________________________________________________________________

Third part IMPORTANT NOTICE: PRODUCT RETURN Fancy Foods wishes to inform the public that pieces of metal have been found in some jars of Fancy Foods Chicken Curry (Spicy). The batches of the jars involved have numbers from J6617 to J6624. The batch number is printed on the bottom of each jar. If you have any jars with these batch numbers, please return them (preferably unopened) to the supermarket where you purchased them. You can also return them to the factory (Fancy Foods Retailers, Blacktown). Fancy Foods will pay $10 for each jar returned unopened and $5 for each jar already opened. No payment will be made for empty jars, which do not need to be returned. However, the Retailing Manager will be interested to hear from people who have consumed chicken curry from any of the above batch numbers. In particular, it will be helpful if they can give information about the place of purchase of the product. Jars of Fancy Foods Chicken Curry (Coconut) and Fancy Foods Chicken Curry (Mango) have not been affected and do not need to be returned. REWARD: Fancy Foods will pay a reward of $10,000 to $50,000 for information which leads to the conviction of any person found guilty of placing metal pieces in its products. If you have such information, please contact the Customer Relations Manager, Fancy Foods. 220 Words QUESTIONS 1.

What has been found in some Fancy Foods products?

Where can you find the batch number on the jars?

3. How much will you receive for an opened jar of contaminated Chicken Curry?

4. If you have eaten Chicken Curry from a jar with one of the batch numbers listed, whom should you contact? 103

6. What is the maximum reward Fancy Foods is offering for information about who contaminated their product? Additional resources ANSWER KEY FIRST PART STORY TELLING RUBRIC

Category

Creativity

Organization

Word Choice

Spelling and Grammar

Excellent 10 Points

Good 8 Points

Writing had many creative details that made the reader want to learn more. Writing has a beginning, middle, and an end. Writing flows from one sentence to another. Work used many adjectives to show ideas. Work used excellent words to paint a clear picture.

Writing had three or more examples of creative ideas.

Writing had one to two creative details.

Writing has a beginning, middle, and end.

Writing has at least a beginning, middle, or end.

Writing does not have a beginning, middle, or end

Work used many adjectives to show ideas. Work used words that took away from the meaning. Writer makes less than five spelling and capitalization errors. Writer used the parts of speech correctly.

Work had few adjectives and descriptive words. Work used the same words over and over.

Work did not have adjectives or descriptive words.

Writer makes less than ten spelling and capitalization errors. Writer sometimes used the parts of speech correctly.

Writer makes so spelling and capitalization errors work is hard to read.

Writer makes no spelling or capitalization errors. Writer always used the parts of speech correctly.

104

Regular 5 Points

Needs to improve 3 Points Writing was not creative and did not show imagination.

Time

The story was concluded in the time allotted.

The story was not concluded on the time allotted. It was incomplete.

Only half of the story was presented on the time allotted.

Total: Points:

ANSWER KEY SECOND PART 1. 2. 3. 4. 5.

They take photos every Monday. She goes to school every day. Eric plays football after school. He is making breakfast at the moment. The girls go to the club on Saturdays.

THIRD PART 1. 2. 3. 4. 5.

Pieces of metal. On the bottom. $5.00 The Retailing Manager $50,000

Resource 2 Additional ides.

105

Less than half of the story was presented on the time allotted

Resource 3 Tell a Silly Animal Tale

106

Resource 4 : Living the dream

107

108

Resource 5:

FRIENDSHIP

109

Resource 6 Essay

BRIEF DESCRIPTION Plan - What do I want students to learn? This stage includes the first fundamental component of assessment: Formulating Statements of Intended Learning Outcomes Do - How do I teach effectively? This stage includes the second and third fundamental components: Developing or Selecting Assessment Measures & Creating Experiences Leading to Outcomes. Check - Are my outcomes being met? This stage involves the evaluation of assessment data (part of the fourth component). Act - How do I use what I've learned? This stage involves reinforcing successful practices and making revisions to enhance student learning (part of the fourth component). Formulating Statements of Intended Learning Outcomes - statements describing intentions about what students should know, understand, and be able to do with their knowledge when they graduate. 110

Creating Experiences Leading to Outcomes - ensuring that students have experiences both in and outside their courses that help them achieve the intended learning outcomes. Writing skills mean the writer is to write down their thoughts, ideas, opinions, facts, and stories in a manner that makes their thoughts clear and comprehensible to the reader. Good writing needs to have good vocabulary, correct grammar, and spellings along with perfect punctuation. Resource 7 Name of the swine flu pandemic. Despite older people having pre-existing immunity because they had been exposed to similar viruses. As far as we know, no one has any pre-existing immunity to the 2019 coronavirus. Each infected person also appears to be infecting two to four others on average, compared with 1.5 for flu. So Leung’s estimate of 60 percent getting infected appears plausible, but we can’t say for certain. “You can’t really gauge what’s going on with this,” says David Heymann at the London School of Hygiene and Tropical Medicine, who led the global response to the SARS outbreak in 2003. The severity of the virus is also key. Early estimates of the death rate from new diseases are typically much higher than the true figure because only serious cases are detected. For instance, it is now thought the 2009 flu killed 1 in 5000 people, far fewer than first feared. Initial reports of a 2 percent death rate from the 2019 coronavirus were based on dividing the number of deaths by the number of confirmed cases. But this doesn’t take into account the delay between people falling ill and either recovering or dying or the fact that doctors were testing only people who already had pneumonia – the most serious cases. Based on estimates of the number of mild cases going uncounted, Neil Ferguson of Imperial College London calculates that 1 percent of those infected are dying – the same percentage used

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to calculate the 50 million deaths estimate. This could still be an overestimate, not least as treatments in development could reduce the death rate further. But Leung’s estimate actually misses another potential cause of deaths due to the coronavirus – people dying because normal healthcare services are disrupted by the outbreak. “The worry is not just those infected by the coronavirus itself, but all the services that will no longer run,” says Devi Sridhar at the University of Edinburgh, UK. “You will see all kinds of knock-on effects.” These will be most serious in poor countries whose health systems are already struggling. For instance, children began dying from measles when vaccination stopped during recent Ebola outbreaks in Africa. “UNICEF calls these the uncounted dead,” says Sridhar. However, even rich countries could struggle. The UK’s pandemic plans are for something of a similar magnitude to 2009 H1N1 flu, for instance, which killed up to 500,000 people globally. Paul Hunter at the University of East Anglia, UK, thinks the coronavirus will end up killing even fewer people than the 2009 flu. “I don’t expect we will have that degree of fatality with this coronavirus, but I might be wrong,” he says. “If it is much worse than H1N1, then it would be horrendously difficult to handle.” Questions Coronavirus questions about Could the new coronavirus really kill 50 million people worldwide? 1. Can we stop the spread globally of Coronavirus? 2. How many times does it take the Virus to be spreading? 3. How many people will be infected if the virus goes global?

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Wheel of Fortune Objective Encourage the student to talk in pairs about topics that are meaningful and taken from their cultural context. Procedure 1. Start by creating a personalized wheel of fortune. There are many generators online that you can use for this. In each space or category write a set of topics that is of interest to your students, for example: Captain America vrs. Ironman, Chocolate or Vanilla flavor, sneakers or sandals, soccer or basketball, etc. Try to choose the topics according to your studentsâ&#x20AC;&#x2122; proficiency level, make it age appropriate and keep in mind their cultural context. 2. Get your students sorted into pairs, and provide them the instructions and guidelines for the activity. Explain that they will talk together about the topic randomly assigned. Assure them that

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they can either express opposite opinions or agree on their preferences. If your students have an appropriate level you can set a limit amount of time for each participation, for example: Each pair of students must talk for 60 seconds at least, you can use a timer if necessary. (This activity can also be worked individually) 3. Provide your students with a clear guideline of how you will be scoring the activity in case of summative assessment. You could use a rubric or a checklist. If you will use a formative assessment, then observe carefully and take notes. 4. Finally, share or project your screen with the wheel of fortune and play! Keep your students relaxed, comfortable and motivated to enjoy while they speak. Needed resources or materials - Wheel of fortune generator website. Some suggestions include: wheeldecide.com or wheelofnames.com. -

List of topics according to level of proficiency, age and interests.

In case you decide to set a limit amount of time, you will need a stopwatch. If you are working online, you can use: online-stopwatch.com

Rubric or checklist for summative assessment or note taking format for formative assessment. Author: Ana Cristina Mata

References Do not apply.

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Guess the right picture. Objective Often, two of the main objectives of any speaking lesson are (1) to get the learners talking and, once the first objective is achieved, (2) to help them measurably improve their speaking ability. Procedure 1. You need a number of books with pictures for this. 2. The children are paired and each pair is given a book. 3. One child selects a picture from the book and describes it to the partner. 4. The book is then given to the partner. Based on the description, the partner has to find the picture that fits the description. 5. The roles are then reversed. Needed resources or materials A comfortable classroom, a quiet environment (preferable), a pen or a pencil, a show board. A number of different books with pictures within. Author: Otto McKnight References Do not apply.

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Pair share Questions. Objective The main objective is to motive the students to practice speaking by using simple present questions that can call their attention and stimulate their creativity and imagination by asking and answering questions to each other. Procedure 1. Students are asked to form two lines face to face. 2. Teacher provides a list of verbs students can use in a piece of paper or a link. Common English

verbs:

https://www.perfect-english-grammar.com/support-

files/50_common_irregular_verbs_list.pdf 3. The students are asked to formulate a question marking the verbs they used with a green marker or highlight it from the list and the person in front says if they do or do not. 4. That leads to the one who asked to ask again the reason why they answered positive or negative to the question. 5. The students switch pairs every 3 minutes. Needed resources or materials - List of common verbs in English printed or digital.

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Green marker

Working online (computer, Tablet) Author: Eduardo Miranda

References Linguish: Language School for Kids (online) (2018) TOP 20 ESL games to get your students talking! â&#x20AC;&#x201C; Linguish Retrieved from: https://youtu.be/pzX1j3h7X4k Perfect English Grammar (2007) (online) 50 common verbs Retrieved from: https://www.perfect-english-grammar.com/support files/50_common_irregular_verbs_list.pdf Hey Teach Classroom innovation (2020) (online) How to Use the Think-Pair-Share Activity in Your Classroom Retrieved from: https://www.wgu.edu/heyteach/article/howthink-pair-share-activity-can-improve-your-classroom-discussions1704.html

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Weekly Activities Teamwork Objective Students share their weekly activities in an oral way with supporting material. Procedure 1.First, teacher asks students to brainstorm in an oral way some weekly activities they do. 2.Teacher assigns a partner for students to work. 3.Students create a Venn Diagram Graphic organizer for students to write their weekly activities. Teacher provides the example.

Student A: Writes the different activities he or she does from Student B

Writes the similar activitie s they do during the week. 119

Student B: Writes the different activities he or she does from Student A

4.Teacher explains that after they finish doing their graphic organizer, they will present their work. Student A presents Student Bâ&#x20AC;&#x2122;s work and vice versa. 5.Students have 15 minutes to share with their partner and do the Venn Diagram like is shown above. They can do it in the notebook, sheets of paper, notebook, etc. It is their creativity. 6.Students present their work. They may use their graphic organizer as supporting material. 7.Teacher checks their presentation using the following rubric. (go to additional resources # 1) Needed resources or materials - Sheets of paper -

Pencil

Markers

Rubric Author: Graciela MendizĂĄbal

References Do not apply.

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Rolly Robbin Objective To generate ideas, opinions or experiences about an specific topic or question with equal participation among students. Procedure 1.Before class, think in one topic, question or experiences you want students to talk about. 2.Teacher divides the class in groups of 4 to 6 students. 3.Teacher assigns each student a letter (A, B, C) or a number (1, 2, 3), so they know the order in which they have to talk. 4.Teacher explains that each student will have a specific time (I recommend 2 – 3 minutes) to talk without stopping. The rest of the student has to listen carefully. 5.When Teacher says “Rolly Robbin” the student who is speaking has to stop, so the next student begins. Teachers does the same dynamic until all students have participated. 6.While students are speaking, Teacher walks around the groups listening to them and taking time. 7.After all students have talked, teacher asks questions to some students about what his/her classmates talked about. Needed resources or materials - Chronometer Author: Karen Morales References Cox, J. (n.d.). How to use the Round Robin Discussion Teaching Strategies. Teach Hub. Retrieved June 24, 2020, from https://www.teachhub.com/how-use-round-robin-discussionteaching-strategies

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Household Chores Wheel Objective Students discuss and create a wheel that describes a household Chores reviewing the vocabulary of phrasal verbs related to cleaning the house. Procedure 1.Review the vocabulary of phrasal verbs and their definitions related to cleaning the house •

Clean out

•

Hang up

•

Pick up

•

Put away

•

Take out

•

Throw away

•

Wash up

•

Wipe off

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2.Tell students to think of all the chores that people do in your house: your parents, your and anybody else who lives with you. Put them in these groups on the board: •

Easy chores

•

Disgusting chores

•

Chores that take a long time

•

Everyday chores

•

Weekend chores

•

Work in groups of six. Imagine you live together. Design your own wheel with six names and six chores.

3. Choose six chores from the second activity 4. Write your names on the wheel with six colors 6. Get a dice or six pieces of paper numbered 1-6. Distribute the chores for this week. 7. Discuss in front of the class Who is lucky or unluck with the chore? 8. If you do not want to do your chore, can you convince another member of the group to do it? What can you offer him/ her? Needed resources or materials - Students notebook -

Paper

Clips (To make it turn) Author: Prisma Muñoz

References Piekarowicz, J. (June 2017). Stopwatch Level 5. Cuidad de Mexico: Richmond.

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Speaking Coins Objective Students will be able to express themselves by using the English language in oral form. This is a long-term activity that motivates students to express in English. This activity consists of rewarding students when they use the English language to communicate inside the classroom. You can have a plan for the number of speaking coins they can earn in each class. At the end of the unit or the time you set; students get a reward according to the number of the speaking coins. You as a teacher decide the reward they can get. Some ideas for reward are books, school supplies, extra points, a class day for a movie or a day to eat pizza together. This activity is suggested for beginner levels. Procedure 1. Prepare the speaking coins 2.

Plan the speaking coins rules and how they will earn it.

Present and motivate students.

Remember to motivate students to speak all the time.

Needed resources or materials ● Speaking coins ●

Speaking coins plan.

●

Rewards. Author: Kimberly Pineda

References Do not apply.

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Direct Questions. Objective Permits the development of the speaking skill and allows the students to provide their own points of view in a discussion. Procedure General Instructions: Individually read the instructions and directions; make sure to reach the specific aspects that are required in order to complete this task properly. You will thave 45 seconds to read the test before presenting. Directions: In this evaluation you need to give your opinion and suggestions regarding a specific topic, the teacher will read 5 questions, you have 1 minute to perform each question, 5 minutes in total. Prepare yourself, be confident, use a clear tone of voice and take care of your pronunciation. Topic: Dress code is a limitation of freedom. Some students and workers believe that the uniform limits their individuality and freedom; others consider that it is a positive way to promote equality. Questions:

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•

Do you like to use uniform? Why?

•

In your opinion. What is the main purpose of uniforms and why the dress code is important?

•

What are the positive and negative aspects of wearing uniform?

•

Why do you think the Schools and jobs have a dress code?

•

Do you promote or suggest the use of uniforms and why?

Needed resources or materials - Worksheets -

Voice

Critical thinking

Opinions

Rubric for this activity can be found on resource # 2. Author: Rubí Portilla References Do not apply.

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Take and Adventure with Writing Objective Enroll the students within the world of speaking, increasing their vocabulary and encouraging them to have accuracy in their dialogues and conversations. Procedure 1.Teacher asks the students to bring to school an object of their preference to show and tell about it in the classroom. 2.Students bring in something thatÂ´s meaningful for them and gives them pride. 3.Teacher tells the students to try to explain what the object is look like and its purpose, for them to create dialogues and interchange them about each otherâ&#x20AC;&#x2122;s objects. 4.Teacher encourages students to participate and use their imagination to give opinions, brainstorms and many ideas of each object, for instance which type of object is, what kind of material it is made, if it is big or little, if it is useful or not, etc.

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5.Once the students have generated a great discussion, teacher prepares an environment as a T.V. reality show and tells the students to continue with the debate and keep things flowing by asking open-ended questions. 6.Teacher congratulates the students for the good performance made during the exciting event. 7.Students are incredibly happy to have been able to hold speaking skills event. Needed resources or materials Posters, Objects, Desks, Tables, Microphones, Pens, Markers, Crayons, Tape, Scissors, etc. Author: Rita Romero References Blackmore, A. (2020). Motivating Speaking Activities for Lower Levels. Recuperado 24 de junio de 2020, de https://www.teachingenglish.org.uk Wickman, R. (2020). 13 ESL Speaking Activities That Make Adult Students Love to Talk. Recuperado 24 de junio de 2020, de https://www.fluentu.com Zafar, R. (2019, 6 febrero). What are the Objectives of Public Speaking? Retrieved 24 de junio de 2020, de https://www.speakupforsuccess.com

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Investigative journalist Objective To engage and encourage the students to be comfortable using the target language and share time and information with their classmates. Procedure 1.Teacher will ask for authorization for students to be allowed to record with their cellphones. 2.Teacher will ask to students to work in pairs. 3.Students will write their questions, for an interview. 4.Teacher will check their questions and when they have everything corrects comes the fun part 5.They will have specific time to complete their work. (example 1 week) 6.They will interview 6 different people it can be from school, their home and places where they know people. 7.They will record their interviews to create a video clip. 8.Students will use their creativity to edit the video. 9.Students will send the video to the teacher. 10.Teacher will show to the class the final video of each group. Needed resources or materials - Questions, inshot (to edit videos), electronic devices Author: Yeni Sanum References Monaco, E. (2020, March 22). 7 Superb Speaking Activities That'll Get Your ESL Students Chatting. Retrieved June 20, 2020, from https://www.fluentu.com/blog/educatorenglish/speaking-activities-for-esl-students/

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Sharing the best memories Objective This activity is useful to work on fluency skill, students love this activity because they use their own picture and they tell their own story as well. Procedure 1.Students make two lines facing each other.

2.Enumerates students from line 1

3.Students from line 1 show their picture to lineâ&#x20AC;&#x2122;s 2 students and share why the moment on that picture was the best one. Talk for 3 minutes 4.Teacher takes the time with a chronometer. 5.Line 2 just listens. 6.Student 1 moves next to the last student in this case next to student 11 and students 2 will move to studentâ&#x20AC;&#x2122;s one space.

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7. Now students from line 1 tell the same story but now in 2 minutes, so they need to speak a little bit faster than the first role.

8.Student 2 moves next to the last student in this case next to student 1 and students 3 moves to studentâ&#x20AC;&#x2122;s two space. 9.Finally, students from line 1 tell the same story but now in just 1 minute, so students need to speak very fast in order to finish the same story. 10.Switch line 1 by line 2. Do the same procedures. Needed resources or materials - A picture, chronometer. Author: Cresencia Sosa References Google. (2020) emoji 2020. Retrieved June 06, 2020, from: https://www.google.com/search?q=emoji&rlz=1C1AVFC_enGT861GT861&sxsrf=ALeKk02 VbThFkd4BuwzX7lzsmkL7_6VohQ:1593015968536&tbm=isch&source=iu&ictx=1&fir=YZ 40vgqrPoNgCM%252Cw10qov10Ee4EZM%252C%252Fm%252F02kb4w&vet=1&usg=AI4 _kRHbg07F5pDgQ4uOYjfjI7mgTlaHg&sa=X&ved=2ahUKEwiJiLT37prqAhWonuAKHTV0 AV8Q_B0wG3oECAwQAw&biw=1517&bih=730#imgrc=YZ40vgqrPoNgCM

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At the Hotel (Roleplay) Objective To provide students the opportunity to speak, teacher must encourage students to use their imagination and creativity to complete the assignment. Procedure General Instructions: Listen carefully to your teacher. You need another classmate to complete this test, so you need to work in pairs. Directions: Teacher will assign you a role (Student A or Student B); create your own character according to the elements and complications provided. You have 5 minutes to prepare. Time limit is 10 min. You are booking into a hotel. Student A Elements

Book in to the hotel - you have a reservation.

Complications

You are on your own. You want a shower.

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You want breakfast in the morning. You have an early meeting and must not be late Student B

You are a hotel receptionist.

Elements

Welcome the guest. Find them a room.

Complications

You can't find their reservation. You only have a double room with bath available.

Needed resources or materials - Instructions sheet -

Imagination.

Interactive Speaking Rubric can be found on additional resources # 3 Author: Elizabeth Urizar References Hand, L. (2015, July 29). TESOL 5.0. Retrieved June 20, 2020, from http://tesol5.blogspot.com/2015/07/role-plays-in-esl-classroom-source-by.html

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Survey presentation Objective Engage organization, effective communication with others and a grammar structure. Procedure 1. Read the article “Dogs can be 'early-warning systems' for toxic chemical exposure at home” from the link https://www.nationalgeographic.com/animals/2020/06/dogs-early-warningsystems-toxic-chemical-exposure/ 2. Elaborate a digital Survey with 10 questions and answers from the previous article. 3. Write a short report of the results of the survey and present the results to the classmates. Needed resources or materials - Classroom -

Computer/Internet

Digital survey

Written report Author: Luisa Urquizú

References Arnold, C. (2020). National Geographic.com. Dogs Can Be 'Early-Warning Systems' For Toxic Chemical Exposure At Home. Retrieve from: https://www.nationalgeographic.com/animals//06/dogs-early-warning-systems-toxic-chemicalexposure/2020

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Film Criticism Speech Objective Communicates ideas using familiar phrases, everyday expressions, authentic vocabulary and be able to structure ideas through his/her experience. Procedure 1: Watch your favorite movie again. 2: Answers in a sheet of paper the next questions: What do you think about the characters? Did you agree with the end of the movie? Why yes/no? Do you change some situation of the movie? Why yes/no? Write 3 reasons why this movie is better than others for you. 3: Share your film criticism of your favorite movie with your classmates,using the next topics: Real Conditional, Unreal conditional, Present Perfect and Present Perfect Continuous tenses. Needed resources or materials - Sheet of paper, pen and television to watch the movie. -

Rubric can be found at additional resources # 4. Author: Norma Yoc

References Do not apply. 135

Going to a fast food restaurant Objective Interactive speaking (role play) The purpose of this activity is for students to be able to express themselves in order to order food at a fast food restaurant. Procedure General instructions: Read the whole test before you start. Complete the whole test. This is individual work. In order to perform the speaking task successfully, make sure you accomplish the following tasks. Part 1 Instructions: In pairs, the students will play a role-play of how to order fast food in a restaurant. Students should make twice in the first time students 1 should representative character of Joe’s and the students 2 should representative character of mark’s, when the students finish the first time they should change the character. 100 points. Scene: Mark goes into a fast food restaurant. Joe works in the restaurant: Joe: Who’s next please? Mark: Hi, can I order a large cheeseburger with regular chips please? Joe: Would you like a drink? Mark: No thanks. Er, yes. I’ll have a large Diet Coke, I think.

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Joe: OK. That’s a large cheeseburger with regular chips, and a large Diet Coke. Would you like anything else, sir? Mark: No thanks. Er, wait a minute. Yes. Can I have an apple pie as well? Joe: That’s fine. So that’s a large cheeseburger, regular chips, a large Coke, and an apple pie. Mark: That’s right. Er, no, I ordered a Diet Coke. Joe: OK. Sorry, that’s a Diet Coke. That’s four pounds forty five p please. Mark gives Joe a ten pound note. Mark: Cheers. Joe: And that’s fifty five p change. If you wait a moment I’ll get your meal. Mark: Hang on. I gave you a ten pound note. Joe: Did you? Er, let me see. Yes. OK. I’m sorry about that sir. Joe gives Mark a five pound note. Mark: No problem. Mark waits while Joe picks up the cheeseburger, chips, drink and apple pie, and puts them on a tray. Joe: There you go. Enjoy your meal. Mark: Cheers. Needed resources or materials - Rubric available at additional resources # 5 Author: Vera Barillas References English Bannana. (2018). English Bannana. Retrieved from: http://www.englishbanana.com/worksheets/role-play-going-to-a-fast-food-restaurant/

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Two-minute impromptu speech Objective To develop fluency on Ss. without planning ahead. Procedure 1. Students are chosen at random to speak for two minutes. T. may use a roulette with the Ss´s names. Also T. may select numbers which belong to Ss´s key numbers. 2. T. may as well have a jar full of colored pieces of paper with different topics and each s. may choose one. The pieces of paper are folded so Ss. do not have a chance to select the topic they want. T. selects topics which appeal Ss. according to their age and interests. 3. T. may use an app like Stopwatch in order to measure Ss. time. 4. Before the activity, Ss. are given a rubric or checklist for them to be familiar with the aspects that will be evaluated on their Two-minute impromptu speech. 5. Students get very excited about being chosen at random and about not knowing ahead what topic they will talk about! Needed resources or materials - Jar with folded post it notes. Author: Claudia Carranza References J. Michael O´Malley and Lorraine Valdez Pierce. (1996). Authentic Assessment for English Language Learners. Practical Approaches for Teachers. (pp. 69, 76). United States of America: Addison-Wesley Publishing Company.

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Guess who? Tournament - My school Objective The objective of this activity is to develop the speaking skill by asking yes/no questions using verb to be and simple present to guess the name that is written on a card. Procedure 1.Teacher brings a box and three sets of cards with the names of people at school: classmates, teachers, school staff, (you can use the name of famous people) 2.Teacher explains to students that for this speaking activity they must use: verb to be and simple present, yes/no questions and adjectives to describe people. (Vocabulary might vary, according to the students’ level, teacher must review content briefly and give examples.) 3.For the tournament, teacher must explain that it will include 4 categories, each time they will play one category, teacher will put the set of cards that belong to it, inside the box: •

Classmates

•

Teachers,

•

School´s staff

•

General (all the previous cards)

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For the regular game, teacher must explain that on the box they might find names of their classmates and teachers. 4.Students will work in pairs, each student must take one card out of the box, and they don't have to show it to each other. 5.Students will ask each other up to five yes/no questions using verb to be or simple present to find out who the name is that appears in the card, the only two words that students are allowed to say as answers are yes or no. (First category: classmates)

Examples: •

Is this person a men? No.

•

Is he tall? Yes.

•

Does he work at school? No. etc.

6.If you don´t have enough time to complete the tournament version, you can stop here and just complete the game version by following these instructions: •

The student who guess the name can get their partner´s card and keep his.

•

The other student must pick up a new card and both has to start asking questions.

•

The student who haven´t guess, must keep asking questions until guess the name, then can ask for his partner´s card.

•

When teacher decide to stop the game, the student with more cards win.

7.If you will play the tournament version, follow these instructions: 8.The first student on each pair that will guess who the person's name is on the card wins, and the second student is out, if nobody guess the name after five questions, both students are out.

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9.The winning partners are paired with another winning partners, and they can choose a card for the next category and start the game in the same way they did before. (Second category: teachers) 10.For the third category, students must continue in the same way as they did before, depending of the amount of students you have left, if there are 6 students to make pairs, it will be ok, but if you have 5 students left, you have to make 2 groups, one of 3 students and 1 of 2 students. (Third category: School´s staff) 11. Finally, when you will have only the last pair, (if you have 3 students left at this moment, they can ask questions each other, or if you have more than 2 or 3 students you will need to put them in pairs and the first one that guess the name wins). Teacher has to put all the cards on the box and students must pick up one card, they have to ask as many questions as they need to guess the name on the cards, but every five questions they have to say their guessing, and so on until one of them will guess the name on the card and become the absolute winner of the tournament. (Final category: General) Teacher put all the cards in the box. Needed resources or materials - Box -

3 sets of cards with names of classmates, teachers and school´s staff.

If you will do the tournament version and depending the amount of students, you must have enough cards to cover all the rounds for the tournament, for example if you have 20 students it means that you must have at least:

20 cards for the 1st round (one per each student) category: classmates´ names,

10 cards for the 2nd round (one per each winner) category: teachers´ names,

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5 cards for the 3rd round (one per each winner)

1 group of 3 and 1 group of 2 students.

Category: school staffÂ´s names:

2 cards for the final round, category: general (you have to put all the cards inside the box for this round.

If you will do just the game version, you just need one card per each student and at least 10 or more additional cards. Author: Kareen Castellanos

References Monaco, E. (2020). 7 Superb Speaking Activities That'll Get Your ESL Students Chatting. Retrieved from https://www.fluentu.com/blog/educator-english/speaking-activities-for-eslstudents/

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Movie dialogue Objective Students interpret a dialogue. Procedure 1. Working in groups of 2 or 3 2. Students choose a scene of their favorite movie, write a new dialogue, and adopt it to the scene. 3. Time of the scene 2 minutes max. 4. Students record their own voices with the dialogue to the scene of the movie and make it one, expressing feelings, sounds and emotions.. 5. Then students play the video of the scene in class. 6. Also can share it online with their classmates. Needed resources or materials Notebook, pencil, computer, projector, audio, internet. Author: Marlyn Cruz References Do not apply.

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Show and Tell Objective To set the stage for children to become comfortable when speaking in public. Procedure 1. The teacher will present a variety of topics. Each student will choose the topic he/she prefers. 2.Students have to prepare their topic with the material the teacher specifies (to support and set examples). 3.They will present it to their classmates and teacher. This activity can be applied for pairs, groups or individual. Needed resources or materials - List of topics -

Chart

printouts (optional)

time for students to get prepared Author: Leonela MuĂąoz

References 13 ESL Speaking Activities That Make Adult Students Love to Talk. (2020). Retrieved 10 July 2020, from https://www.fluentu.com/blog/educator-english/esl-speaking-activities-foradults/

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Debate Objective To generate effective critical thinking into primary issues in the given topic. Procedure 1. The teacher will divide the class in three groups. 2. The teacher has to establish rules. 3. Students will gather supporting evidence and examples for position taken. 4. Anticipate counter arguments and prepare rebuttals. 5. Team members plan order and content of speaking in debate. 6. Prepare room for debate. 7. Establish expectations, if any, for assessment of debate. Needed resources or materials - List of topics -

Papers with questions according to the topic

Room

Author: Edson Serech References Phillips, S. (1993), Young Learners. Oxford, England: Oxford University Press

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Paraphrasing story Objective Student ameliorates the comprehension and diction of speaking, also helps to clarify the ideas and focus in the principal thoughts of a conversation. Procedure 1. Teacher prepare a short story it can be something real of fantasy, then student read the story for only two minutes, depend of the size of the text. 2. Student tries to remember the principal point of the story and try to paraphrase the situation, giving the principal points. 3. Teacher can size the comprehension of the text also the clarity, and diction and the skills object of qualification.. Needed resources or materials -------Author: Caleb De Leรณn References DOUGLAS BROWN. Language Assessment Principles and Classroom Practices, Pearson Longman, Georgia State University, United States. P. 198

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â&#x20AC;&#x153;Describing feelingsâ&#x20AC;? Objective To motivate students to describe experiences by using the assigned vocabulary Procedure 1. Write a selection of adjectives relating to feelings on the board and tell students to choose several adjectives (increase or decrease the number depending on how long you want the activity to take). 2. Then tell them to think of a time when they felt this way, and that they are going to tell their partner/ small group about their experiences. 3. Give students time to plan what they are going to say. They can make notes. 4. Then they can tell their stories and teacher can provide with feedback at the end of the presentations. Needed resources or materials - board, vocabulary words Author: Gabriela Escobar References Anna Blackmore (2020) Motivating speaking activities for lower levels [online] Retrieved from: https://www.teachingenglish.org.uk/article/motivating-speaking-activities-lower-levels

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Karaoke party! Objective To motivate students to speak in the target language, through the presentation of a songâ&#x20AC;&#x2122; from their favorite artist so that the rest of the class can know it and later sing all songs in class. Procedure . Having karaoke in class is a really fun activity, even for those students who are really shy, as they get the chance to pronounce and also know some new words from the songs presented to them, especially because, as the singing is collective they donâ&#x20AC;&#x2122;t feel like they are being judge, and as previously mentioned, music brings people together. This are the steps to organize a karaoke party! FACE TO FACE CLASSES. 1.As the very first step, have your students sharing in class the name of their favorite singer or band in English, as they may have lots of favorites in their native language, and see if there are others who like the same. This would help with them starting to get interested and excited. 2.After they have shared that, ask them to write the name of their favorite songs in a post it notes, ask them to write at least two or three, to have options. 3.Check the list and highlight the ones that are repeated. 4.Give their post it notes back and tell them they must choose one in order to find the karaoke video for the party, explain that if a song is highlighted it means someone else has the same, so give them some time in order to discuss who of the ones who have the same would like to present it. 5.Once they all have chosen their song, explain the structure of the party. -Each of the students will have an entrance pass, that entrance pass, which of course is part of what you are going to be checking, will be a very brief introduction of the song they brought

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to the party, the name of the song, the name of the artist, a background on why the song is their favorite and what the song is about, this can be modify according to the students’ English level and teacher’s needs. -After all the students presenting their entrance pass, the party begins, you can either ask them which song would they like to sing first, if you believe they can manage to find a common point, or having a previously prepared wheel with the names of the songs, if you have them, or with the names of your students, so the wheel is the one that says which song will be sang first. -Its important that if you are naming the activity the karaoke party, as it is suggested here, you try to make it a party, somehow, of course, a class appropriate party, like asking the principal to wear different clothes that day, not the uniform, for example, decoration, could also be a good idea, or taking pictures or videos, for then sharing them with the class, and that they can be able to share them in their social media, this depends on what your schools policies are, and yours as well. -It is recommended songs are sent beforehand to your email, so you can have them in your computer, either the downloaded video or the link from YouTube, where the song can be found. Also, checking for the song’s lyrics, is always good, as you don’t want your class to end up singing inappropriate words, as some songs, depending on the artist and genre, could contain a variety of them. -When singing, also check, that everybody is participating, don’t play the track with so much volume, so that the voices can be heard, and as a moderator, you could also ask for girls to sing only in a part of the song, or only boys for another part. Again, be creative.

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ONLINE CLASSES. The party can also be done in online classes, just consider: 1. Asking all your students to turn on their microphones, when singing, of course, here it could be a little messier, but it will still be a lot of fun. 2.If your students manage the platform youâ&#x20AC;&#x2122;re using to connect in a videocall, and it has the option to present their screen, instead of them sending you the link or video, you can ask them to play them by themselves, just do the emphasis on the appropriate language, so you do not encounter, uncomfortable surprises. 3.For the pictures, you can take screenshots, so asking them to wear nice clothes, could also be motivating. 4.Remember, it is all about adapting what you have into what was supposed to be done, modifying it according to your needs. Needed resources or materials FACE TO FACE CLASSES. The post it notes to write the song, the wheel, either done by you or a site, the karaoke videos provided by the students, the speaking rubric or checklist developed according to your needs. ONLINE CLASSES. The post, question, platform, where they will share their songs, the wheel, either done by you or a site (find some websites in the qr. Codes), the karaoke videos, the speaking rubric or checklist developed according to your needs. Author: Rossy LĂłpez References Do not apply. For additional resources and more ideas check the additional resources # 6

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Tell me about your videogames Objective The main objective is that the students can start practicing speaking with the vocabulary they know and show to their classmates, new words about things they probably know, as videogames and they can get some new words from others. Procedure 1. The teacher asks the students to look for their favorite videogame. 2. The students will play it on any of their devices. 3. The student will share the name of the game with the teacher. 4. The teacher will provide one card which will contain a question, the students are going to be asked about their game.

What is your favorite character in the game and why?

Antonio 151

Tell us about the game. What is your favorite level and why?

Ellie

5. The student is going to show a picture of the game and talk about the character and the game itself. 6. In the end, the teacher will share his/her favorite video game. Needed resources or materials Online resources -

Internet connection

Platforms

Headphones

Microphone Author: Josseline Lรณpez

References Do not apply.

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Job Interview for an English Teacher Objective Engage students to speak a lot, using grammar, verbs in any tense, vocabulary, ask and answer questions with stress and intonation accordingly, critical thinking and analysis. Procedure 1.Teacher asks the students think and answer question clearly, and in an understanding way 2.Students must act like an English teacher looking for a job 3.Students go to an interview to a private school that is hiring an English teacher Needed resources or materials â&#x20AC;˘ Folder â&#x20AC;˘

Curriculum

Author: Jorge Mazariegos References Haden, J. (2016, 20 junio). 27 Most Commom Job Interview Questions and Answers. Recuperado 5 de julio de 2020, de https://www.inc.com/jeff-haden/27-most-common-jobinterview-questions-and-answers.html Harmer, J. (2007). How to Teach English (Illustrated Reprinted, Pearson Education Limited, Chapter 9, Teaching Speaking ed., Vol. Pages 123-132). https://doi.org/10.1145/2556325.2566239

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Conducting Speaking Tasks Objective Guide the students through speaking tasks, not just to tell them that they must speak in and out of the school. Provide the students specific tasks for them to apply the speaking skills. Procedure 1.Teacher asks the students to do a presentation or report for a specific topic, and work in collaborative groups, due to the time it is going to take preparing it 2.Students must provide information about the topic, must teach and skill, report the progress and persuade others. 3.Students may choose to add in visuals aids or a Power Point presentation, or google slides to help illustrate elements in their speech 4.Students must be creatives in preparing debates, performances as well Needed resources or materials - Videos -

Posters

Handouts

Bookmarks

Infographics

Power Point Application

White Board Markers

Author: Daniel RamĂrez References Kelly, Melissa. "Authentic Ways to Develop Performance-Based Activities." ThoughtCo, Feb. 11, 2020, thoughtco.com/ideas-for-performance-based-activities-7686. (the letters in italic are modified by the author of this piece of work). https://bit.ly/2BsqEOC

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Expressing Yourselves Objective Develop a better understanding and comprehension in the students through speaking. Procedure 1.Teacher asks the students to do an interview and make a short report regarding the answers gotten during the interview 2.Students read the questions aloud 3.Students must express in their own words, for 5 minutes, about the understanding they had during the interview 4.Students give their opinion about an actual topic related with the daily life. 5.Teaches writes a script and each one of the students have to finish the story. Needed resources or materials - Paper Sheets -

Pens and Pencils

Notebooks, Books

Magazines Author: CĂŠsar Estrada

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References 8 Essential Speaking Activities for ESL Classes. (s. f.). Recuperado 6 de julio de 2020, de https://www.scribbr.es/detector-de-plagio/generador-apa/#/sources/new/webpage Abepiusc. (s. f.). 7 Speaking Activities to Introduce Classroom Language. Recuperado 6 de julio de 2020, de https://busyteacher.org/16703-how-to-introduce-classroom-language-7speaking.html Gantenhammer, D. (2015, 12 noviembre). 12 Fun Speaking Games for Language Learners. Recuperado 6 de julio de 2020, de https://www.edutopia.org/discussion/12-fun-speakinggames-language-learners Speaking. (s. f.). Recuperado 6 de julio de 2020, de https://learnenglishteens.britishcouncil.org/skills/speaking Teaching Speaking - Unit 6 Activities. (s. f.). Recuperado 6 de julio de 2020, de https://www.scribbr.es/detector-de-plagio/generador-apa/#/sources/new/webpage

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Animal and Pets Objective Applies a series of questions to discuss about pets in a peer interview. Procedure 1. Teacher provides a list of questions and students must generate the possible answers based on personal views and preferences.

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Needed resources or materials • Paper Sheets •

Visual Aids like Videos

•

Printer

•

Pen Author: Brian Zúñiga

References Pets Conversation Questions. (s. f.). Recuperado 6 de julio de 2020, de https://teflpedia.com/Pets_conversation_questions A Good Education Starts at Home. (2008). Recuperado 6 de julio de 2020, de https://primaryleap.co.uk

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Guess who or what I am Objective Students are able to get a little bit more creative about expressing their ideas and they also tend to have more fun with this activity, also to use a number of high-frequency generic expressions to maintain and develop a conversation. They will be able to respond to other classmate utterances by using a small repertoire of follow-up questions and responses and be fluent in the use of these items, and other incidental, through the repetition of the whole or part of these tasks. Procedure Students make groups of five and describe themselves from the perspective of

an object,

and other students must guess what that object is in the quickest time possible. Each student in the group writes down an object and then speaks from the perspective of that object as if they were that object. For example, if one student chooses ‘handcuffs’ they would say something like: “The police put around somebody’s wrists when breaks the Covid’s curfew.” “I have two round rings with chains connected them.” “I am on a person on their way to prison.” “I am scare and concerned about my family’s feelings.” Needed resources or materials • Different objects brought from home

Author: Balbina García References Young, J. (s. f.). Easy ESL Speaking Activities. Recuperado 6 de julio de 2020, de https://eslspeaking.org/

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Check out these resources Resource 1 Weekly Activities Teamwork (rubric) 2.0 pts

1.5 pts

1.0 pts

Advanced

Intermediate

Beginner

Maintains

Maintains from a

some eye

90% to a 100% eye contact with

from a 50% to a 65% eye

Eye Contact

2.0 pts contact with the

the camera

contact with

camera while

while explains

the camera.

explains their

their work.

It's reading

work.

Around a 70%

most of the

to an 85%.

time.

2.0 pts

1.5 pts

1.0 pts

Advanced

Intermediate

Beginner

Student’s

pronunciation

was

made

understandable

understanding

with some

difficult, but

errors. Still

with effort,

difficult to

possible to

understand.

guess what

Student’s Pronunciation

2.0 pts

pronunciation is good enough to understand and has an excellent accent.

161

students was trying to say.

2.0 pts

1.5 pts

1.0 pts

Advanced

Intermediate

Beginner

All of the

All of the requeried Content

required 2.0 pts

requeried information

information

wasa little

was awkward

awkward but

and difficult

information was clear and undunderstandable. understandable. to understand. 2.0 pts

1.5 pts

1.0 pts

Advanced

Intermediate

Beginner

Students

Speaks in complete

2.0 pts

Students always sentences.

usually speak

often speak in

in complete

complete

sentences.

2.0 pts

1.5 pts

1.0 pts

Advanced

Intermediate

Beginner

speak in complete sentence.

2.0 pts

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Body Language

Often Usually expressed Always

expressed emotion

emotion

through voice,

facial expression

facial

through voice, facial expression and body language. expression and and body body language. language. Resource 2 Direct Questions Activity. (rubric)

SPEAKING TEST RUBRIC OPINION: Dress code is a limitation of freedom Good 15 Points Some hesitation but manages to Fluency continue and complete thoughts. Rich and Vocabulary varied use conveys of appropriate vocabular meaning Vocabulary y. most of the time; appropriate for the level. Masters Sounds confidenc very Confidence e and confident displays and Category

Excellent 20 Points Thoughts expressed completel y with few pauses or hesitation.

Regular 10 Points Speech choppy and/or slow with frequent pauses, most thoughts are complete

Needs to improve 5 Points Speech halting and uneven with long pauses or incomplete thoughts

Vocabulary does not convey meaning some of the time; too basic for level.

Vocabulary does not convey meaning most of the time; too basic for level.

Little confidence displayed throughout the presentation.

Shy, over nervous and lacking confidence.

163

enthusias m. Sounds natural Pronunciati on

Volume/ Clarity and Expression

Masters speaking clearly throughou t the presentati on with volume and expressio n that emphasiz ed key messages .

enthusiastic while presenting. Sounds somewhat natural.

Speaks crearly and at a reasonable volume, experimenti ng with expression.

Some problems with pronunciation/inton ation that may interfere with communication. Volume of presentation is soft and difficult to hear and has little or no expression.

Multiple problems with pronunciation/inton ation that may interfere with communication. PresentereÂ´s volume can not be heard by all audience members and lack of expression.

Total: Points: Resource 3 At the Hotel (Roleplay) Interactive Speaking: Rubric Component

25 pts

15 pts (partially

10 pts (silence; or

(comprehensible;

correct)

seriously incorrect)

acceptable) Speech is clear Pronunciation Voice projection

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Time limit (10 minutes) Score: ______ / 100. Observations: ____________________________________________________________________________ ______________________________________________________________________ Resource 4 Film Criticism Speech Rubric Volumen

Fluency

Pronunciation

* The volume of

* Shows fluency to

* Has the

voice was enough

express ideas and

correct

to listen to.

develop the topic with

pronunciation

the right vocabulary

about the topics

words.

seen and

Excellent

vocabulary 5

words, shows that practiced enough.

5 Good * The volume of voice was not a

165

loud enough to

* Uses adequate

*Some errors

listen to.

vocabulary but has not

in the

fluency enough.

pronunciation.

* Has not fluency.

* Bad

Satisfactory * Teacher and students did not

pronunciation.

listen as well

Score_______/15 Cambridge (2018). Retrieved from https://www.cambridgeenglish.org/Images/168618assessing-speaking-performance-at-level-b1-preliminary.pdf Resource 5 Going to a fast food restaurant.

RUBRIC IMITATIVE SPEAKING NAME:___________________________ DATE:____________ SCORE:__________ SENTENCE

Excellent pronunciation

Very good

Good

Acceptable

Incorrect

and accurate intonation

pronunciation

and imitation of

and

the words

intonation

0 Unacceptable pronunciation, silence

166

and intonation

SENTENCE 1

SENTENCE 2

SENTENCE 3

SENTENCE 4

SENTENCE 5

Resource 6 KARAOKE PARTY! For additional resources and more ideas check:

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List of students

Prisma Rocio Muñoz Vásquez - 201313672 Josseline Adriana López Runge -201607076 Ana Cristina Mata Enríquez - 200911071 Cresencia Sosa Sarat - 201607223 Marlyn Migdalia Cruz Campos -9522053 Edson Heberto Serech Solis - 199112373 Kareen Johana Castellanos Méndez - 201516989 Yeni Cecilia Sanum Xar - 201507557 Joselyne Gabriela Escobar Perez - 201606785 Leonela Victoria Muñoz Lemus - 201405761 Eduardo Alfonso Miranda Ramirez - 201515974 Marco Antonio González Plata - 8813806 Rossy Alexandra López Morales - 201606704 Graciela Miriam María Mendizábal Valdez - 201406844 Ruth Elizabeth Urizar Ochoa - 201517029 Rubí Stephanie Portilla González - 200916348 Claudia Carolina Carranza Dávila de Vásquez - 201613378 Kimberly Anahí Pineda Salazar - 201607241 Vera María Barillas Monzón - 201503267 Rita América Romero Posadas - 8112574 Daniel Efrain Ramirez Solis - 201507289 Norma Griselda Yoc Rodas - 200913501 Balbina Ildegart García Martínez - 198014998 Brian Estuardo Zuñiga Fajardo - 201606739 Karen Michelle Morales Suruy - 201217776 Luisa Carolina Espinoza Urquizú - 201606966 Otto Roberto McKnight Gómez - 7806545 Caleb Samuel De León López - 200417842 Jorge Mario Mazariegos Garrido - 9718276 Cesar Fernando Estrada - 201119052

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