The Task
This project is an in-depth project that will last several lessons. It is recommended to last from four to eight classes depending on your students' level, how much material you need to cover in your classes, and how much homework you want to assign. *I don't like to assign much homework for these types of projects. Lesson PlanLESSON: Re-tell a Story OBJECTIVE: a. To effectively use connectors, descriptors, and other story-telling language. b. To learn new vocabulary (when necessary) c. To exercise creativity. LEVEL: Lower Intermediate+ (Blue belt and higher) ACTIVITY: Class layout
Pro Tips:- Do an example of the task before you ask the students to do their projects. - Try not to assign homework unless the students are falling behind. Class Work:Write the definitions or explanation of each of the parts of a story. Plus write an example for each if you can think of one. 1. Describe the following terms:
2. Describe the following words and terms that are commonly in stories. Define the following words that you may use in some of your stories. If you already know the word, write something you know about it. NOTE: Try to NOT write the translation from your language. -get creative- Wolf – Witch – Wizard – Magic – Potion – Magic lamp – Genie – Magic carpet – Good and Evil – Kingdom – The woods – The forest – Path – Moral of the story – Once upon a time… - They lived happily ever after. – Long ago/ a long time ago About The Plot
Mini-task 1: Label the PlotLabel the Plot of the Story Think of these common stories and label the different parts of the story according to the chart above. If you don’t know the story, you may need to look it up online or on YouTube. Rocky
Cinderella
Choose a story or movie: ___________________________
Mini-task 2: BrainstormingBrainstorm your story You are going to retell a story or movie but you will adapt or change something. Answer the following questions about your story.
- In a far away land - They all lived happily ever after My example:
Antagonist: Rabbit Supporting Characters: Animals in the forest
Mini-task 3: WriteWrite your story! You´re going to re-tell a well-known fairy tale and make a story book or presentation (making the book/presentation is optional). Your story should be at least 200 words and will be a creative version of the fairy tale. You should include a title. _______________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Criteria: Content /20- Did I fulfill the task appropriately? Grammar and Vocabulary /20 - Did I use the minimum number of vocabulary and grammar asked? Creativity /10 - Is my version of the story different and unique? Presentation /10 - Is the presentation of my project to standard?
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Try This GameIn your next ESL speaking class, have your students practice more natural conversation with this fun game that will get them speaking, listening to their partner, and responding. How it works: 1. Break the students up into pairs or groups of three (or more depending on your way of doing it) 2. Give them a general topic to ask a question about. (ex. What they did last weekend. A movie they've seen recently. Etc) 3. The students are to ask their partner a question and their partner answers. 4. The partner then asks a question based on their answer to continue the conversation moving. 5. The game goes back and forth until one person can't think of anything else to ask or time runs out. Pro Tips:Demonstrate - You should demonstrate the activity first by eliciting responses from the class. Props - Props always help, even if it's just a tennis themed photo on the screen or bring in tennis balls (the second one could get a little out of hand, so be careful) Countdowns - Countdowns are always your friend to put a bit of pressure on your students to go when it's their turn. Use this to award points. Easter Egg Lessons:Community - The students will eventually learn something new about each other you do this often enough. Conversation Skills - They will build a better feel for how a smooth conversation works which will help them in their own language. What else can you find?
In this volume, you will learn effective ways, and more importantly, effective mindsets to have when teaching teen ESL classes. Turn your classroom into a place where they will want to behave because your classroom management is providing motivation. 1. Remember, we do the same thing.Understanding is number one when it comes to classroom management with teens because that's the most important thing to build a healthy relationship with anybody. Being able to see things from their perspective and understanding WHY they may be doing the things they're doing is the first step toward making a difference in his or her life. If you've been in a teacher training session or meeting, you know that we do pretty much the same things, in that, if something isn't stimulating to us, our minds can wander, we can joke around with our co-workers, jump on our phones 'for a second', or do any of the dozens of things that our students do that drive us absolutely BONKERS. I think the word is empathy, and that is the biggest key to reaching and connecting with teens. 2. Every student is different."One of the beautiful things about being a teacher is tapping into what makes those students interesting and what makes them tick, and what keeps them from looking at the clock ticking." - Harry Waters There are no cookie-cutter teenagers, just like there is no cookie-cutter you. Once we personalize things, and realize that we are all different, we can better understand that this is especially true of teenagers. As much as they want to be accepted by their peers, and all like the same things, and dress the same way, they also want desperately to find their own way and find out who they are, so they can be that person. It's not always easy. However, if we do have the opportunity to find out exactly what connects with them, it is very rewarding and makes it all worthwhile. 3. Tap into their interests"We're teaching communication, and we communicate about things that interest us." One of the biggest tools we can use in the classroom is something that most teachers fight against. Their interests! If your students are really into Fortnite, instead of telling them to put down the controller and go outside or open a book, let's use that insanity for Fortnite to capture their attention in our lessons. If your students are really into John Cena and saying, "You can't see me", use that in your classes to get their attention and get them talking about, writing about, or watching videos in English with John Cena. The bottom line is we need to be genuinely interested in the students, find out what they are into, and try to create an environment that makes them want to be involved in our classes by working with what they find interesting. Even if it's doing something small like using their interest in a PowerPoint presentation or adjust a speaking topic to include that. Easter Egg Lessons:Going Deeper - Teaching things that interest them will reach a deeper level than just an English lesson. Trust - They may end up trusting us in ways that we hadn't anticipated. What else can you find?
If you teach English as a Foreign Language (EFL) or English as a Second Language (ESL) to private 1-on-1 students, it's always nice to come to a lesson with something new and fresh that catches the student off-guard with something different than the grammar exercises or general conversation.
Here are a few questions: (There are 35 in total) 1. What is your idea of perfect happiness? 2. What is your greatest fear? 3. What is the trait you most deplore in yourself? 4. What is the trait you most deplore in others? 5. Which living person do you most admire? 6. What is your greatest extravagance? 7. What is your current state of mind? 8. What do you consider the most overrated virtue? 9. On what occasion do you lie? 10. What do you most dislike about your appearance? ... (Don't worry, it's FREE with no sign-up)Pro Tips:1-on-1 Lessons - This works best with private classes of teenagers or adults. They LOVE it because it's different than a typical lesson. Not recommended for bigger classes, but play around with it. Accept "I don't know" - Allow the students to answer or not answer honestly. For example, some teenagers may not have an answer for some questions like, "What do you consider the most overrated virtue?" Write down their answers - If you do this, it will feel more important to them to take it more seriously, and you can offer them the answers after the test if they want it. It's like Instagram - Remember, this is only a snapshot of them on a given day. Answers may vary on another day or under different circumstances. You do it for yourself first... in another language if you can. You'll probably surprise yourself with some answers. Easter Egg Lessons:Self-realization - Ok, that sounds a bit "mystical", but really, they will learn things about themselves. They will probably think about some questions even after your lesson. Learn about your student - You will get insight on your student and how they think. This will help you know how to teach them in future classes as well! What else can you find? Many EFL students are learning English in order to travel, live, or work abroad. Chances are, if they are in a foreign country, they will eat some fast food at some point. In this lesson, we will work with some useful expressions to order fast food, specific vocabulary, and grammar that will help their conversation skills. Class Objectives
Model ConversationServer:Hi, welcome to McDonalds, how can I help you? Customer:Yes, could I have a |Big Mac, please?| |number 1 please?| |number 4 with cheese, please| |number 3 no tomatoes| Server: Would you like |to upsize| for $0.99 (99 cents)? |to super size| |a large size| Customer: No, thank you. Server: |What drink would you like?| |What would you like to drink?| Customer: Iced tea, please. Server: Anything else? Customer: No, that’s all. Server: That’ll be $5.44. Customer: Here you are. Server: Out of 10? 4 dollars and 56 cents is your change. Your number is 48, thank you have a good day. Customer: Thank you. Vocabulary and ExpressionsTake notes about the following words so you can understand the meaning. Use context, dictionary definitions, synonyms, explanations, example sentences, pictures,or any other creative way to learn the new words and phrases. NOTE: Please do NOT use your language to understand the concept. Single order – Big Mac, cheeseburger, fish sandwich, chicken nuggets, etc. A number of the menu - An order with ____ - extra cheese, pickles, etc. An order no _____/ hold the _____. Useful GrammarFORMING QUESTIONS with nouns and verbs. Ask “what” or “which” questions using n Question with a NOUN What <noun> would you like? |What drink would you like?| What sport do you like best? What music do you like? Which shoes do you want? What ideas do you have? Question with a VERB What would you like <to verb>? |What would you like to drink?| What sport do you like to play? What do you like to listen to? What shoes do you want to wear? What ideas did you come up with? Practice: Ask QuestionsAsk “what” or “which” questions using nouns and verbs. Question Speak Play Color Go Ask Do Food
Your Task: Create Your ConversationNow it’s your turn to practice these expressions to create a conversation of somebody ordering fast food. Create several conversations to practice different expressions.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ If you've seen Inglorious Bastards, you may have noticed the soldiers playing a table game in one of the scenes. Let's bring that game to our English class, of course with a few tweaks to help it flow for a lesson. In class, I like to combine games in a general theme for a given class. This helps the flow of a class as one activity builds on another. In this lesson, I like to use two types of games that go well together. The focus we're working with today are questions and answers. In particular, YES/NO questions. How it works:Activity I: 20 Questions
Tell the rules of 20 questions and begin playing. Teacher thinks of a word first. Choose a student to go next. (8-12 minutes) 1) The chosen person thinks of a word, and the class has up to 20 YES/NO questions to figure it out. 2) The chosen person can only say YES/NO 3) The person who correctly guesses the word goes next (if they want). · Break bigger classes into small groups to continue playing the game. Activity II: Who am I?Explain the rules of "Who am I" 1) Give everybody a small piece of paper. 2) Students write a thing on the piece of paper. 3) Pass the paper to the right 4) Ask questions to figure it out 5) If the answer is 'yes', go again. If the answer is 'no', it's the next person's turn. (10-14 minutes) · Begin playing in their groups. Pro Tips:· More advanced classes can work with questions like, "Can I ____ with you?" and other types of questions · Keep track of how many questions remain on the board for the class to see · Explain Activity II to individual groups around the room for classes of 20 or more. Good luck! Let me know how it worksfor you and if you have any special touches that I can try in my classes: Easter Egg LessonsUsing Authentic Language - They want to find out the answer, so they will ask questions. It's our job to help them ask it correctly. Listening - They will have to pay attention to other people's questions so they don't waste a question and repeat a question (which will happen in 20 questions) Great for 1-on-1 LessonsBoth of these games would work perfectly fine for you your 1-on-1 lessons, too! The only adjustments you would have to make for your 1-on-1 students are:
Test it out and try different things, and let us know what works best for you!
If you're looking for something to do in class on the first day of class, or even in the first couple weeks... or anytime, this is an activity that will help the students engage with each other, use genuine language, and learn a bit about each other. Turning it into a guessing game with points will get them involved even more!
Pro Tip:Create your own rules and adapt the game play and categories for your class and your style. Possible adaptations could be: - each partner gets up to 3 guesses per word - the partners go back-and-forth until the first one answers correctly - award points - create a story based on your partner's words. Be flexible and use several adaptations if the students are enjoying the activity Easter Egg Lesson:Community - This is abstract enough that students usually feel comfortable letting loose a bit during this activity. Sometimes, you'll get some real moments during this. Fluency Expression - Take time to teach "You'll never guess". Include that it's usually followed up by a 'W' word. (Ex. You'll never guess who I saw today.)
Pronunciation is one of the most difficult details of English for speakers of other languages. You may think it's not crucial for them to pronounce things like a native speaker until you have words like: WE'RE/ WERE BOAT/ BOUGHT EAT/ IT SHEET/ SHIT Pronouncing these wrong can cause some confusion in communication. Today's activity is a fun way for students to practice the details in the differences in these words. Essentially, you will make a PowerPoint with a grid like a telephone keyboard. Below each number, write a word that your students typically confuse. Have their similar sounding word under another number. (Look at the example below) Lesson Plan
Activity: Pronunciation Phone· Preview and practice the pronunciation for each word on the grid. · Tell students to get something to write on and something to write with. · I tell them my phone number by saying the words. They write down the number. · I ask them to take out their phones and call me. - I ask something like, "Did you get them all?" or "Who feels brave." · Find a partner and share phone numbers (the numbers can be fake if they prefer) Pro Tips:· Write down your phone number for yourself before the activity so you don't get confused with the words and numbers. · Change the words on the slide for different sounds - If you don't feel comfortable, don't use their real phone numbers. Share any other activities you could use this pronunciation slide for. Good luck! Let me know how it worksfor you and if you have any special touches that I can try in my classes:
Download this fun and engaging PowerPoint template to play a HOT POTATO style game to review any vocabulary, pronunciation, grammar, homework, or expressions that your students have recently learned. Adapt the slides for your particular needs in your classes. The presentation has upbeat music that hold the students' interest. Lesson Plan
What's the Game?If you're familiar with HOT POTATO, you can play this. You can look below at the types of slides that are on the template. All slides that have the rubber band ball are accompanied with fun game show-type music during the pass the ball time. The template can be adjusted to teach any lesson you want to teach. All you have to do is change out the photo slides for other photos or text. What the slides look like...Pro TipsSet time limits and sentence requirements for the game. (Ex. Student must speak for 15 seconds about the photo OR Student must say at least 3 sentences about the photo) The students might get too excited and start using their native language. Encourage English communication with a point or elimination system. Change the slides for fill-in-the blank questions or other exam review style content. Easter Egg Lessons:On-the-spot Thinking - Students will have to think instantly about the language they want to use Creativity - You can add extra points for more creative answers What else can you find?
Lesson Plan
OBJECTIVE: |
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