WINTER

Developing vocabulary based on pictures...

"WINTER"...

GRADING TEACHER'S LANGUAGE

As a non-native English speaker, I believe that language means more than just the words that come out of our mouth. Expressions also include extra linguistic devices such as facial expressions, hand movements and body language. It is often possible to get the meaning across through face-to-face contact when we are conversing with an ESOL learner, even if they have only been able to understand just a little of what has been said, as a lot can be deduced from these extra virtual clues.

Depending on the learner’s skills, beginner, intermediate or advanced, it is important to alter our pace and delivery of what we want to say, so that we will be more easily understood.

For instance, the introduction lesson is a very good example of using mime and gestures to introduce everyone in the classroom. We can choose a wide range of words to introduce ourselves when we first meet each other. The point is how to start the communication and how to make it effective. So, it is very important to think that there is a variety of forms we use to communicate with different meaning, and it always depends on the activity planned. The idea that language performs certain functions is not restricted only to the kind of words we use, but also how we use them. The choice of form depends not only on meaning, but what purpose we wish to achieve when we perform the function of introducing someone to the other person in the room. The discourse needs to be organised or conducted in such a way that it will be successful.

For instance:

Hello, I’m Suzel. (Shaking hands)
How are you? (Use your hand to show that the person next to you can do the same with someone else).
I’m very well, thanks.

We also can use a ball that can pass to everyone in the classroom while a song is playing. When the tutor stops the song, the participant with the ball says, “I’m (name)”. Repeating the operation will give to the participants the model how to follow the activity and how to be included in the lesson.
The following examples show some other possibilities of introducing someone:

Hi, this is my friend Juliet.
Nice to meet you, Juliet. I’m Suzel.

The purpose of the activity is to achieve a communication through introduction. We will consider some variables, which will govern our choice when we prepare an activity: setting, participants, gender, channel, topic, tone. E.g. it is not everywhere in the world that people shake hands as way of greeting when they are introduced to someone. But as tutors we can get models of language from different resources, such as videos, pictures, texts, act out dialogues, etc. We should also consider some other important strategies when tutoring, for instance; guessing, capturing imagination and mood. We should watch ourselves, the pace, vocabulary chosen, repetition, how much talk and what type of talk it should be. Participants can work in pairs and engage in conversation to practice and perform dialogues. The more comprehensible input that the learners get the better. The outside world is frequently incomprehensible when the learners have a low level of knowledge of the English language. So, it is very relevant to say that it is not only how much the teacher talks, but also the quality of what the tutors have said. It is really what counts. Tutors should offer opportunities to the learners to access the language according to their needs, offering motivation, amusing, variety and language models of input.

As an illustration of some functions of requesting, I might select to introduce to low level learners the following requests:

Can I have…
Give-me ……please.

These functions can be easily used to act out when introducing new vocabulary, e.g.: pencil, pen, rubber, ruler, calculator, etc.

Can I have a pencil?
Can I have a ruler?
Give-me my bag, please.

The tutor can show how the activity works using real objects and then the participants can work in pairs to practice short dialogues of how to make a request for something.

When planning a lesson on health for beginners, the example above can also be used with some pictures to illustrate the new vocabulary:

I’m hungry. Can I have some fruit?
Certainly!
I’m thirsty. Can I have some water?
Of course!

What’s the matter?
I have a sore head.

I have a sore tummy.

I have a sore throat.

At intermediate level when planning a lesson on health, the learner will be able to register with a medical practice in Scotland. Such activity requires an ability to speak about health condition, give personal information and to book an appointment. I would choose one of the possible topics below, because the learners at intermediate level can understand and respond to the level of comprehension they need to acquire such important knowledge.

In class possible topics:

1) ‘Where do you go when you are ill?’ (Elicit… Doctor / GP, Pharmacist, Hospital for emergencies, call NHS-24, etc.).
2) Find out how many participants have registered with a Medical Practice.

3) Professionals: Receptionist; Practice Nurse; Doctor (GP).

4) Work the sentences:

I would like to …
You should …
You can …
You must...

You should give up smoking.
You must stop smoking.
You mustn’t eat fattening food.

5) Work the vocabulary using mimes: The symptoms:
A cough, sneezing, a rash, spots, a runny nose, a headache, a back ache, a sore throat, diarrhoea, dizziness, nausea and vomiting, a temperature.

6) Mix and match exercise. What symptoms you might have for such illness:
a cold, the flu, an allergy, food poisoning, chicken pox, over-tiredness, bronchitis.

7) Practice and act out a dialogue of registering with a Medical Centre.

8) Go through the Health Questionnaire. Elicit and teach new language and pronunciation.

EASTER

Lesson Plan

Activity 1

How many words can you make out of EASTER CHOCOLATE EGG ?

Did you find?
A number.
A planet.
Something you eat.
A place to act.
They are uncountable in the sky.
A place to drive.
The opposite of here.

Prepare as many hints as you want to make the activity enjoyable.

Activity 2

Material: boiled egg and a spoon.
The participants form a line on the back of the room to star THE EGG ON THE SPOON RACE. The winner is the person to arrive first and without dropping the egg on the front of the room.
Praise them all with chocolate eggs.

Activity 3

Guess what?
Prepare one card to each learner with one of these words: EGG HUNT, LENT, BUNNY, SUNDAY, PALM, SPRING, CHOCOLATE EGG, HOT CROSS BUN. They can mime or describe the word so that the participants can guess it.

Activity 4

Reading

EASTER SUNDAY (12th April)

Easter Sunday is a fest that not occur on fixed dates according to the Gregorian calendar. It marks the end of the 40 days of Lent. The Easter Triduum, in Latin the word means three, refers to Good Friday, Holy Saturday and Easter Sunday.

Following the crucifixion of Jesus Christ, Joseph was given permission to bury his body. Jesus was in the grave for three days. After the Sabbath, Mary Magdalene, Mary (the mother of Jesus), and Salome arrived at the tomb, but the stone had already been rolled away. Jesus has risen on Easter Sunday. Many people saw him that day and the day followed, just as He told them (Mark 16:6-7).

Since that time, Christians have set aside time each year to commemorate the crucifixion and resurrection of Jesus. This observance has been known as the Christian Passover. The celebration extends beyond the church. Commercially, Easter is a significant period. Egg races, egg hunts, egg painting and chocolate egg eating. From Pagan traditions it marked the arrival of spring.

Activity 5

Reading comprehension

1-How many days mark the end of Lent?
2-What is the meaning of Triduum?
3-Which three days are referred to the Triduum?
4-Is Easter Sunday fixed?
5-What happened after Jesus crucifixion?
6-How do you celebrate Easter?

Enjoy the activities, the integration and the celebration!!! HAPPY EASTER!!!

AGENDA

Invite the participants to write down their week timetable:

Monday 9:00 Music Lesson

Tuesday 12:00 Lunch with Maggie

Wednesday 15:00 Tea at Jasmin

Thursday 10:00 Swimming

Friday 18:00 Happyhour

Saturday 15:00 Hairdresser

Sunday 11:30 Church

In pair, they can practise the question:

What do you do at 3pm on Wednesday?

I have tea at Jasmin.

Give the participants some time to talk to each other about their appointments.

Use the topic to practise the 3rd person.

e.g.

What does Pauline do at 6pm on Friday?

What do you do at 6pm on Friday?

I go to the pub with my friends.

She goes to the pub with her friends.

Enjoy the time with your learners...

GUESS WHO?

Learning another language is learning another culture.It is going to be very helpful if the learners can recognize different speeches used in distinctive places.

Let's see some examples:
e.g: Could you bring us the bill, please?

question: Where would you listen it?

answer: In a restaurant.

Prepare a variety of situations with just one sentence:

e.g:
keep the change!
say "cheese!"
flight 4335 is now boarding through gate 4
next, please!
a pack of paracetamol, please!

Possible answers:

customer to the waiter,
taking photos,
airport,
in a queue in the bank, supermarket, post office, etc
chemist, drugstore.

Try to emphasize the sentences in a context. Play roles building up a situation in each of the places above.

e.g:
waiter: Would you like some coffee, Sir?
customer: No thank you. Could I have the bill, please?
waiter: Certainly!
The waiter brings the bill.
customer: (pays) keep the change!
waiter: Thank you, Sir! Good night!

Option: Guess Who?
Answer: Waiter, photographer, cashier, customer


Time: 20 min.
Objective: building up vocabulary and interaction

Enjoy...

HOLIDAY

1- Warm up:

Discuss with the group:-

Where was your last vacation?

2-Vocabulary:

Mix and match pictures with some types of holiday. E.g: Cruise holiday, Safari holiday, Camping holiday, Hiking holiday, Beach holiday, Hotel holiday, etc...

3-Discussion: Talk about the types of holiday above.
What kind of holiday have you had?
When was it?
Did you enjoy?
Why?

4- Link the verbs with the words:
go try buy take

---------------local food
---------------souveniers
---------------pictures
---------------shopping

5- Act out a dialogue about your last holiday:

Enjoy the lesson....

ANIMAL MATERIALS

Bits of animal bodies have been used for hundreds years.

Find out more about it:

Activity 1

Select some animals on picture cards;

e.g; elephant, bear, turtle, butterfly, snake, dear, tiger, crocodile, etc...

Select some picture cards with:

e.g; horn, fur, feather, antlers, different types of skin such as snake, crocodile, etc...

Play mix and match

Activity 2

Research in the Internet what kind of work art can be made with them. It is very interesting and motivating while pupils learn.

Enjoy!!!!

COUNTABLE OR UNCOUNTABLE

Activity 1

Warm up:

Select some objects and put them in a box.
Ask to the participants:
What is there in the box?
Write on the board all their names.
e.g: bowl, plate, fork, spoon, knife, sugar, coffee, milk, tea, mug, water, salt, etc...

Activity 2

Write down the names in the right column:

COUNTABLE UNCOUNTABLE
bowl sugar
plate coffee
fork milk
spoon tea
mug water
knife salt

Activity 3

Based on a picture, answer the questions:

1- Are there biscuits on the table?
2- How many mugs can you see?
3- Is there any fruit in the basket?
4- How much milk would you like?
5- What is there in the bowl?
6- Are there any grapes on the plate?

Activity 4

Complete the sentences with A, AN, SOME, ANY:

1- There is _____apple.
2- There are _______mugs.
3- Is there ________tea?
4- Is there _______plate on the cupboard?
5- There is _______milk in the mug.
6- There isn't _______fruit in the basket.

Activity 5

Listening exercise:

Prepare the lyrics of a song to fill in the gaps with the words missed such as: a, an, some, any and there be (is, are).
Play it three times if necessary and correct it.
Vocabulary checking and have fun.
Sing it.

I hope you enjoy it.

DO YOU LIKE FRUIT?

To practice food vocabulary:

*You can use restaurant's menu;
*Pictures;
*Cards with the names:
e.g. - chips, baked potato, sandwich, hamburgers, coffee, tea, cake, biscuits, cookies,
breakfast, drink, coke, juice, milk, pizza, pasta, etc...
*Teach the questions and answers:

Do you like...........? Yes, I do.
Yes, I like it.
No, I don't.
No, I don't like it.


Would you like some ........? Yes, please.
No, thank you.

In pairs the participants can match the names and pictures and also act out the questions above.

The teacher can check the comprehension and the pronunciation asking to each of them one question.

Don't forget to praise them: fantastic, very good, well done, yes and a big smile.

SNAP GAME

Prepare some pair cards with irregular verbs (present and past) and play memory game until the participants are familiar with the verbs in the two tenses.

The funniest part of the game is to distribute the same number of the cards among the group and play snap.

Snap is a popular CARD GAME in which the object is to lose all the cards.

In the game the entire pack of cards is dealt out among the players in face-down stacks as equally as possible. Play proceeds with the players taking it in turns to remove a card from the top of their stack and place it face-up on a central pile. Everybody has to say the verb on it and the one that makes the pair.

Eg: FIND - FOUND or FOUND - FIND.

The person who makes a mistake or does not know the verb takes all the pile. The player with the most card loses.

CLOTHES

*Prepare some cards with names of clothes, ,materials and types of patterns

e.g:


cotton, velvet, silk, leather,

skirt, shirt, blouse, scarf, gloves, hat, waist coat, raincoat,

flowery, pattern, stripes, spots,

*Hang some pieces of clothes in different places in the classroom

*The learners will match the cards and the clothes

*Play in groups or individual until they use all the cards

*They are supposed to dress up every time they make a mistake.

*Participants will describe each other using the sentence:

He is wearing black leather gloves.

She is wearing a yellow raincoat.

They are wearing boots, trousers, coats, gloves and hats.

It is very funny...have a good time!

ADJECTIVES

Adjective is a key word when learners are initiating a language course. They can express their opinions or make judgments.

Aim: Learning opposites

Activity: Inductive grammar learning exercise followed by oral exercises.

Level: Beginners

Outline:

Use pictures to introduce the words:

1-HAPPY
2-GOOD
3-POOR
4-SMALL
5-ILL
6-OLD
7-YOUNG
8-WRONG
9-STRONG
10-HEAVY
11-COLD
12-SHORT

MAKE SOME CARDS AND HANG THEM ON THE WALL, WHERE THEY CAN EASILY SEEN.

THEY HAVE TO MATCH THE RIGHT OPPOSITE: THE PICTURE AND THE WORD.

To practice the new vocabulary, introduce the sentence:

MY FRIEND HAS GOT A NEW CAR.

Every participant is supposed to say the same sentence changing the adjective, and they can't repeat it.

Ex;

MY FRIEND HAS GOT AN OLD CAR.

MY FRIEND HAS GOT A GREEN CAR.

Now they are able to write and say their own sentences:

I'VE GOT A/AN..........HOUSE.

I'VE GOT A/AN..........DOG.

Enjoy!!!!!

EASTER CELEBRATION

Easter is a time to celebrate the rebirth of Jesus Christ, and it brings an excitement to all of us.

Start a discussion about the subject and find out the meaning of Easter and what are the things that symbolise Easter. Listen carefully the participants and write down a list of items they know.

E.g:

Rabbit, egg, cross, chicks, Jesus, chocolate, ...

It has been a tradition to give chocolate eggs for friends and family. In school, children decorate boiled eggs and roll them down the hill, which symbolises the rock that was rolled in the cave Jesus was buried. It is also a symbol of fertility, the rebirth of Jesus Christ.

Easter Sunday is a day for a beautiful meal. Bring this spirit of joy to your classes. Prepare a meal with your students, describe different meals in different countries at Easter.

In Scotland we have HOT CROSS BUNS, a sweet roll with raisins. Very tasty!

To conclude, EGG HUNT. Wow...that is very funny.

Hide chocolate eggs in the classroom;
Divide the participants in groups,
Ask them to hunt the eggs;
The winner is the group that gets more eggs;
Prepare a quiz about the topic and have fun! wow...the group that had more eggs might have to share and eat them... nhumi....

FIND YOUR PARTNER

It is a very good icebreaker to prepare some cards with different descriptions about several profiles.

Eg:

I am creative and active. I like any kind of activity outdoors. I walk about one hour everyday. I don't like to watch TV, but I love reading and surfing on the Internet.

I am a very quiet person. I don't like to listen to music aloud, but I enjoy cooking. I am always looking for some new recipes.

You need one profile for each participant. They get a card, read it and try to find someone who has the most similar habits, talking to everyone in the class.

It is very interesting!!!!!!!

FRANKENSTEIN

You can have a very great time when you teach the parts of the body.

After the exercise "match the words and pictures", prepare some labels with the parts of the body. Draw a "Frankenstein" in a cardboard as big as a person and stick it on the wall. Divide the class in groups and give them the labels to stick on the right place. Of course, the winner is the best "Frankenstein". Sometimes, the elbow is labeled on the shoulder, and the eyebrown on the eyelash. The mistakes bring a good laugh, and of course, everybody can learn and have a good fun.

Enjoy the activity!!!!

HEALTH

Well, if you are living in a foreign country, I believe there are some subjects we should know in case we need in an emergency.

As I am a Brazilian in Scotland, I bring the "HEALTH" subject for your English class.

Start a simple discussion about the Health System in your country.

Ex: Where should you go if you need an operation?

What are the specialists you know in the health system?

I hope we get a list of vocabulary:

DOCTOR, NURSE, OPTICIAN, PHYSIOTHERAPIST, MIDWIFE, HEALTH VISITOR, EMERGENCY UNIT, CASUALTY, SURGEON, HOSPITAL, AMBULANCE, DENTIST, ...

Don't forget to use some repetition to check pronunciation and the stress of the new words. You can also encourage the group to use the words in a contest like this:

Ex: A................is a person who............................................

A dentist is a person who looks after your teeth.

...........................is a place you ..............................................

Hospital is a place you stay when you are ill.

You might want to review the words and the sentences, or probably you want to include some other extra information. In this case, prepare some flash cards with pictures, and play match the words.

CAN YOU FOLLOW THE DIRECTIONS

*Ask them to write the name of the places according to the directions;


You are in the middle of the piece of paper.
Straight ahead is the hospital.
The airport is to the right of the hospital.
The bus station is to your left.
Straight ahead of the train station is the hotel.
Between the hotel and the hospital is the restaurant.

* Invite a volunteer to draw the anwser on the board, and enjoy it!

DIRECTIONS - LESSON PLAN

*Aim

To present and practice describing where things are and giving simples directions in the context of local area.

*Procedure

Pre-teaching vocabulary.

*Ask to the group:

How do I get to the library?

Can you tell me where the ………. is?

Can you tell me how to get to the ………… ?

*Work the words we need to give directions

Go straight on, turn left, turn right, next to, beside, opposite, in front of, behind…………

*Check out understanding

Using the map take turns to give each other directions

LISTENING COMPREHENSION

BASED ON THE SCRIPT "THE BURNS SUPPER" EXERCISES

Activity A

Listen to the conversation again and find a word that
means:

A main meal eaten in the evening or a small snack eaten before going to bed.
A special or formal event like a party.
When you pay to use something for a short period
People who are invited to an occasion such as a party or a meal
A person in charge of a meeting
Seeds which are used in cooking and baking and also to feed animals
A Scottish word for a poet
Scottish word for women
Funny

Activity B

Listen and answer the questions:

Where has Olga been invited? A Burns Supper
When is she going?
Where is the party?
How does she feel? Why?
What should she wear?
Is she going alone?
What will they eat?
What will they do?
What is Olga’s husband going to do before the party?

Activity C:

Listen again and mark TRUE or FALSE:

There will be a lot of people at the party. ( T )
This happens every year. ( )
The women can wear trousers. ( )
He needs to buy a kilt. ( )
Someone will play traditional Scottish music.( )
The women will make a speech. ( )
There won’t be many speeches. ( )
Some of the poems are funny. ( )

SCRIPT FOR "THE BURNS SUPPER"

Script for “The Burns Supper”

Olga: Helen, I haven’t seen you for ages. How are you?

Helen: I’m fine thanks. How are you?

Olga: I’m glad I’ve seen you – I’ve been invited to a Burns Supper and I don’t know what to wear or what it’s about.

Helen: Well, Robert Burns is Scotland’s national poet and every January 25th people get together to have a meal in his memory. It can be just a few friends, or it can be a big occasion where everyone dresses in traditional clothing, the men with their kilts and the women wear tartan skirts or sashes. Where is it happening?

Olga: It’s in the City Hall, so it’s bound to be a big event. I’m really nervous – what should we wear?

Helen: I wouldn’t worry too much. It might be nice if you wore tartan or wore your national costume. Do you have a partner for the night?

Olga: Yes, my husband. Should he hire a kilt?

Helen: That would be a nice gesture but he could wear a tartan tie or his own national costume.
What usually happens is the general audience arrives first and then the main guests are piped to their seats …

Olga: Piped?

Helen: Yes, a piper plays the bagpipes while they are walking in.

Olga: Oh, I see, the bagpipes. Lovely.

Helen: And you should stand up for that part. Then the Chairman will say The Selkirk Grace – it’s like a prayer that Burns wrote. And once everyone has had a drink, the haggis will be piped in too.

Olga: Ah. The haggis – I’ve heard of that. It’s a type of sausage, isn’t it?

Helen: Well it’s more like a pudding made of oats - and meat - and spices.

Olga: Ok, what happens next?

Helen: Usually there’s an address to the haggis …

Olga: Address?

Helen: Not that kind of address! It means a kind of speech …

Olga: To the haggis?

Helen: Yes. Again it’s a poem that Burns wrote …

Olga: To a pudding?

Helen: No it’s called To a Haggis …, Fair fa' your honest, sonsie face, Great chieftain o' the puddin-race! Aboon them a' ye tak your place, Painch, tripe, or thairm: Weel are ye wordy o' a grace as lang's my arm. …something like that. Anyway, after that, it’s cut up and served to everyone with tatties and neeps. Em, potatoes and turnip.

Olga: Sounds delicious.

Helen: It can be – not that I’m too fond of it myself. Then there will be a toast to Rabbie Burns, we usually drink whisky. There will be lots of Scottish music and dancing and the next speech is the toast to the lassies.

Olga: Lassies …?

Helen: Yes, the women. Burns was famous for his love poems and for his love of women.

Olga: Ok then what happens?

Helen: The last speech is called the reply to the lassies and is given by one of the female members of the party.

Olga: Lots of speeches then.

Helen: Aye, but they are meant to be humorous and entertaining, like a lot of Burns’ poems. That’s followed by dancing and singing.

Olga: It sounds like a lot of fun.

Helen: Aye it is. I hope you enjoy it. See you later

Olga: Bye, see you later