Thursday, 26 March 2015

WHAT HAS JUST HAPPENED?

A few days ago I came across a very short but hilarious video of an eagle performing what is call an epic facial expression. It inspired me to introduce it in the class to practice the use of JUST in PRESENT PERFECT sentences. I believe it may be fun to use the video in the class and let the student comment on it in a creative way. Here is the short activity that I came up with.
SPEAKING/VIDEO
https://www.youtube.com/watch?v=zmizjAOH4b4
The teacher plays a short video. The students' task is to answer the question:
What has just happened to the eagle?

It's a good idea to encourage the students to be creative and invent some crazy answers to the question. Some examples of the answers may be as follows:

  • It has just saw another eagle in its nest.
  • It has just sat on a thorny tree branch.
  • It has just saw a hunter pointing a rifle at it.
  • It has just learnt that its wife pregnant.
  • It has just learnt that he won a jackpot in a lottery. 
  • It has just realized that he forgot to flush the toilet.

Wednesday, 25 March 2015

telling STORIES IN THE PAST

A fun way to practice PAST SIMPLE or/and PAST CONTINUOUS structures is obviously storytelling. Here are two enjoyable and engaging activities I always use with my students. To take it to a next level, you may add a speech sequence expressions to the lesson, such as FIRST, NEXT, THEN, BEFORE THAT, AFTER THAT, LATER, IN THE END or FINALLY. Enjoy.

SPEAKING 1
The teacher prepares little pieces of paper with random words. The students then one by one draw lots. Their task now is to make up a story together incorporating all the chosen words. The teacher may start a story with a single sentence on board and as the students give their suggestions for its follow up, the teacher writes it down as well.

Examples of entry sentences:
One day, I was walking my dog in the park when a strange things happened. 
One day, as I was coming back home from work I saw a house on fire.
One day. I woke up late for school.
One day, I had a very peculiar dream.

Examples of word cards:
RAIN * CHEEKS * FEET * STREET * SOCKS * TOMATO * MONKEY * CREDIT CARD * WINDOW * SOAP * PILLOW * KNIFE * SUNSET * MONEY * TREE * SWIMMING POOL * WATER * TAXI * VOICE * BICYCLE * HEADACHE * BATHROOM * JEANS * GIRAFFE * BOOKSHOP * CLOCK * BABYSITTER * GOLF CLUB * STAIRS * BASEMENT 

NOTE
You may do the same exercises with verb cards, e.g. regular verbs in the early stages of learning Past Simple. 

Examples of verb cards:
answer * ask * attack * borrow * brush * call * change * clap * clean * collect * copy * cry * dance * drop * earn * fail * fix * fry * help * hug * invite * join * jump * kick * kill * kiss * knit * laugh * learn * listen * live * look * marry * mix * need * open * paint * pass * play * promise * relax * rob * save * scream * talk * travel * use * visit * wait * walk * wash * watch * work * yawn * zip

SPEAKING 2
The teacher asks students the following questions and writes down their answers on board. Each students gets to answer one question. The number of questions depends on the number of students in the group. 


  • What's your favourite food?
  • What smells bad?
  • What are you afraid of?
  • Which English word starts with "V"?
  • What is the synonym of good?
  • Which animal can't fly?
  • What can you lose?
  • Which bad habit can you think of?
  • Which country would you like to visit?
  • Which job do you find boring?
  • What is there in your pocket?
  • What illness can you think of?
  • What do you wear in winter?
  • Which object do you use everyday?

The students then are asked to use all the words listed and combine them in a single story. 

Tuesday, 24 March 2015

talking about DISABILITIES

Today's lesson explores the subject of DISABILITIES. It doesn't cover much of grammar content but allows to practice proper words and expressions that should be use when talking about disabled people and provokes a discussion on their rights, difficulties and merits to society. Hope it may prove helpful to you.
WARM UP
What are some types of disabilities that you know?
________________     ________________     ________________
________________     ________________     ________________
Did you ever know someone with a disability?

VOCABULARY
Here are some proper expressions that you should use regarding disabled people.
Fill in the blanks in the sentences with words given.

born * disabled * hear * learning * move * psychic * see * speak

  • A person with a disability is ____________.
  • People who can’t ____________ are mute or non-vocal.
  • People who can’t ____________ are blind or visually-impaired.
  • People who can’t ____________ are deaf or hearing-impaired
  • People who can’t ____________ well have a mobility disability or a physical disability.
  • People who have trouble ____________ have a learning disability.
  • People who were ____________ with disability have an intellectual disability or are developmentally disabled.
  • People with ____________ problems have a psychiatric disability or mental illness.
Now use some of the underlined expressions from the previous exercise in the sentences below.

1.    My neighbour is _______________ so she uses a help of a guide dog.
2.    _______________ people use sign language for communication.
3.    A person who uses a wheelchair likely has a _______________.
4.    Parents of _______________ kids need more support.
5.    Schizophrenia is a type of _______________.

READING
Choose the best option. Then answer the questions about the text.

The International Day of Persons with Disabilities happens every year. It highlights problems for millions of people around the world struggle EVERYDAY / DAYTIME. It started in 1992 and every year it focuses on a DIFFERENCE / DIFFERENT subject. In 2008 for example, the theme was ON / AT dignity and justice for those with disabilities. Organizers act in many ways to increase awareness, including organizing events, workshops and campaigns in support OF / ON the day.
More than 650 million people across the globe live with disabilities. In richer nations, there are very good support systems for the disabled. However, in POVERTY / POORER nations, people with disabilities are further disabled by a LACKING / LACK of help, medicines and rights. There is a very strong link between poverty and disability. The situation is also TRAGICALLY / TRAGIC for children. UNESCO says 90% of children with disabilities in developing countries do not go to school. It is important we RECOGNITION / RECOGNIZE the rights and dignity of people with disabilities.

VIDEO
  • What do you feel when you see a disabled person?
  • If you see or meet a disabled person, what actions should you take?
  • What can you do to help handicapped people?
Watch a short instruction video. What are the advices given by disabled people in the video? Fill in the blanks. http://www.youtube.com/watch?v=Gv1aDEFlXq8

- focus on a ________ not the disability.
- focus on a signing person not the ________ or their ________.
- before you help, please ________ first.
- touch the assisting devices and ________ only with permission.
- if you’re not sure what to do, just ________.

DISCUSSION POINTS
  •  What daily problems do you think wheelchair users have in your town?
  •  How are disabled people treated in your country?
  •   What problems do people with disabilities face in your country?
  •  Do disabled people have anything of value to add to society?
  • What can disabled people teach those without disabilities?
  • What role models with a disability do you know of?
  • Do you think science will be able to end disability one day?

Monday, 23 March 2015

talking about MEMORY

How good is your memory? How would you feel if were unable to remember what you've just done? There a plenty of questions that could be asked during a lesson on memory. I've prepared an advanced lesson integrating reading, listening, writing and speaking. It also allows to practice some new vocabulary and introduces idioms connected with the subject of memories and remembering. To make the lesson less serious you may play memory game with the students using any vocabulary previously taught. Enjoy.
READING
Read the article and decide if the sentences below are TRUE or FALSE.

Are cell phones dumbing down the humans? According to a new study out of Britain, the answer is "yes." Too much RELIANCE on technology has reduced our brain power, and we can measure it.
The research REVEALED that most citizens in Britain have to remember five passwords, five pin numbers, two number plates, three security ID numbers, and three bank account numbers--quite a lot to just managed life on a daily basis! To do this, most people use only one or two passwords. This results in POTENTIAL security problems for the average person. Cell phones and other memory devices offer a solution to all the numbers and codes the average person has to remember. Scientists STATED that people are relying too much on devices for their memory. And the less you use your memory, the poorer it becomes.
The study discovered that 1/4 of all Britons couldn't give their home phone number when asked. What's more, only 1/3 of those SURVEYED could remember more than three birthdays of their IMMEDIATE family members.
The study divided the results into groups. About 1/3  under the age of 30 couldn't RECALL their home phone numbers without using a cell phone. In the same group only 40% could provide important dates, such as birthdays or anniversaries, for family members. For those over 50, 87% could remember details on family. The study also showed that 58% believed it impossible to remember numbers and codes they use every day.

T / F     According to the article, cell phones are making humans stupid.
T / F     People can't remember numbers well because they have so many passwords.
T / F     If you don't use your memory, it becomes poor.
T / F     Most people in Britain don't know their home phone number.
T / F     Older people couldn't remember numbers and codes as well as young people.

Match words from the text with their synonyms.

close               ______________           remember        ______________
dependence     ______________           say                  ______________
possible          ______________           show               ______________
question          ______________

Can you remember those?

your boyfriend/girlfriend birthday                      your dad's (or mom's) birthday
your parent's anniversary                                  your sibling’s birthday  

DISCUSSION POINTS

  •          How many birthdays, anniversaries, and other important dates can you remember? How about numbers?
  •          Has your cell phone helped or harmed your life? Why?
  •          What can you do to improve memory?
  •          Could you live without your cell phone?
VIDEO
Watch a video about a man who has a thirty second memory and the impact this has upon his life. Answer the questions below.

How long ago did he lose his memory? __________________________
How long does his memory work?        __________________________
What celebration is his wife talking about?__________________________
Which celebration he mixes it with?       __________________________
What is he saying about doctors?         __________________________

Apart from the difficulties shown on the video, what other difficulties do you think Clive would have on a day to day basis?
Why do you think he can play the piano despite his condition?

WRITING
Write about memories your most vivid memories for 10 minutes.

FIRST MEMORY ______________________________________________
____________________________________________________________
____________________________________________________________
SCARY MEMORY _____________________________________________
____________________________________________________________
____________________________________________________________
HAPPY MEMORY _____________________________________________
____________________________________________________________
____________________________________________________________

IDIOMS, EXPRESSIONS AND PHRASES
a trip down memory lane – to remember some of the happy things that you did in the past
commit something to memory – to memorise something
if my memory serves me correctly – if I have remembered correctly
to jog someone’s memory – to stimulate someone’s memory to recall something
to have a memory/mind like a sieve – to be very bad at remembering things
to refresh your memory – to help you remember something

Tuesday, 17 March 2015

ST. PATRICK'S DAY WISHES

May your blessings outnumber
The shamrocks that grow,
And may trouble avoid you
Wherever you go.

Happy St. Patrick’s Day Everyone!

asking INDIRECT QUESTIONS

Personally, I really enjoy teaching INDIRECT QUESTIONS since they lift students proficiency into a whole new level. However, this grammar structure may cause some troubles to students who are used to a typical word order in English questions. I'd like to share two activities on INDIRECT QUESTIONS: one is matching the questions to answers, and another a question asking game which is also good for practising WORK vocabulary
SPEAKING
The students are divided into two teams. In each round the teacher is giving an answer to one team and one member of the team must come up with a correct question. Then with the help of his team fellows transform it into an indirect question. For each correct question the team gets 1 point so they can earn 2 points in each round - one for a wh-question and a second one for the indirect question. 

Some examples of possible answers:

  • I usually arrive home from school at 6 p.m.
  • I wear sunglasses and shorts in summer.
  • I never stay up late.
  • My family lives in a bungalow.
  • My favourite day of the week is Saturday.
  • My neighbour always says "Good morning" to me.
  • I lost my wallet on the bus.
  • My dog ate my homework.
  • Police gave me a ticket for speeding.
  • I can speak Russian.
  • I graduated from university two years ago.
  • She is my sister.
  • I used to work in a 5-star hotel.
  • I was watering the garden when you called me.
  • You should buy her some flowers.
  • It's $20.
  • I will visit Australia next July.
  • He failed an Geography exam.
  • I have won a lottery twice this year.
  • I don’t eat strawberries because of my allergy.
  • I think football is boring.
  • I didn’t go to school yesterday because I was unwell.
  • I’m a nanny because I love children.
  • The station is right behind you.
  • I read books in my spare time.
  • I’m a fan of rock music.
SPEAKING 
The teacher prepares cards with names of different occupations and put them on a table words down. One student draws a card and keeps it a secret. Other students should ask INDIRECT YES/NO QUESTIONS in order to guess the occupation, e.g. 
Can you tell me if you work inside? 
I wonder if you are a woman. 
Would you mind telling me if you earn much?
I can't remember if you travel a great deal.

Some examples of occupations:
  • A BAKER
  • A POLICE OFFICER
  • A SHOP ASSISTANT
  • A TEACHER
  • A MECHANIC
  • A DENTIST
  • A CHEF
  • A WAITER
  • A FLIGHT ATTENDANT
  • A PHOTOGRAPHER
  • A SECRETARY
  • A DRIVER
  • A MUSICIAN
  • A MAIL CARRIER
  • A MINER
  • A CARPENTER



Wednesday, 11 March 2015

ASKING QUESTIONS

Today I'd like to share a short exercise that could help the students master the art of question asking in English which usually is much harder than question answering. It involves a bit of writing and employs students creativity even on the lower levels. 
SPEAKING
Prepare a handout for each student with the entries of the questions. Students are to choose one groupmate they would like to ask the questions to, finish the questions to their liking (and write few themselves) and then give it with the student they chose. He/she answers them aloud. You may also ask the students to give the questions to their partner on the right or to draw lots with the names to prevent leaving any students without questions.

QUESTIONS FOR __________________________________
                       (Name)


Are you _________________________________________________________?
Do you __________________________________________________________?
Do you think ______ _______________________________________________?
What’s your favourite ______________________________________________?
Where do you usually ______________________________________________?
How ____________________________________________________________?
What are you going to ______________________________________________?
When did you last _________________________________________________?
Have you ever ____________________________________________________?
Would you like to __________________________________________________?
_________________________________________________________________?
_________________________________________________________________?


It's a good idea to encourage the students to ask follow up questions to the answers their groupmates are giving.

Wednesday, 4 March 2015

asking WHAT IF...? questions

Practising SECOND CONDITIONAL structure is a good excuse to talk with your students about their dreams and wishes but also to ask some most ridiculous WHAT IF...? questions which is always fun for me. Here is a short lesson plan how to do that. You start up with a simple grammar revision to make sure the students understand the structure and its usage. Then you follow to the speaking part. Enjoy.
WARM UP
Finish the sentences.
  1. If we had an umbrella, ……………………………………………..
  2. If I were taller, ……………………………………………………..
  3. We would win the championship …………………………………..
  4. She would buy herself a castle ……………………………………..
  5. I would go on a diet ………………………………………………...
  6. If you found a wallet plenty of money in the street, ……………….
  7. The teacher would explain the lesson again, ……………………….
  8. Would he speak English better …………………………………….?
  9. I'd send you a postcard …………………………………………......
  10. If I weren't so shy, …………………………………………………..             

DISCUSSION POINTS
You may start by asking some question to the whole group, gathering some answers and discussing them, e.g. 
  • What would you do if a policeman arrested you?
  • What would you do if you saw an elephant at your door?
  • What would you do if you woke up as an old person?
  • What would you do if you were the president of your country?

Then you may ask individual students to answer each one a different questions. You may also prepare the questions on separate pieces of paper and ask students to draw lots.
  • What would you do if you could be invisible for a day?
  • What would you do if you had 1 million dollars?
  • What would you do if you could fly?
  • What would you do if you saw a ghost in your bedroom?
  • What would you do if you had a spaceship?
  • What would you do if you saw a bear in the forest?
  • What would you do if you could go anywhere you want?
  • What would you do if you could be as small as an ant?
  • What would you do if you were a superhero?
  • What would you do if you were in an earthquake?
  • What would you do if you could speak fluent English?
  • What would you do if you had just one day to live?
  • What would you do if you could hear other people's thoughts?
  • What would you do if a stranger asked you to marry him/her?
  • What would you do if you were very fat?
  • What would you do if you could live forever?
  • What would you do if you saw a building on fire?
  • What would you do if you had one extra hour everyday?
  • What would you do if there were no mobile phones in the world?
  • What would you do if there were no electricity in the world?
  • What would you do if a snake came out of your toilet?
  • What would you do if you were bald?