Friday, June 15, 2012

Vacaroooo Whoooo!

The following website is awesome practice for helping students out with their oral skills.  Vocaroo lets students record themselves speaking English and then, they can play it back and hear how they have done. 

Pre-treatment:  Do a recording yourself as the teacher.  Record yourself speaking about a piece of literature, such as the following article on compulsive shopping.  This article is taken from a B1 reading section of an examination and it would be useful if you were dealing with an EFL high school classroom with higher level students that are looking for exam preparation practice or university entrance.

Treatment:  Have students read the article alone and have them highlight any new words and ask for their definition before the activity begins.

Post-treatment:  Once the students have finished, ask them to record themselves speaking for 5-7 minutes about the article.  They can be given a list of prompts to help assist in producing speech for the Vocaroo activity or they can talk about any personal ideas, anecdotes, or experiences related to the article.  The students should not be graded on their first attempt so that they will feel comfortable speaking.  Grading could happen later on, but it all depends on the class dynamic and how the English level is progressing.


Click Right Here

Compulsive shopping
A new illness, the Compulsive Buying Disorder, has been diagnosed. Its symptoms are frequent thoughts of shopping, experiencing senseless impulses to purchase unneeded items, and overspending to the extent that it harms relationships or job performance. A recent survey has found that one in twenty American adults buy things they may not even want or need. In today’s world of consumerism, where we are constantly bombarded by ads, this is perhaps not unusual. But more surprising is a further finding that runs counter to the conventional and rather stereotyped view that compulsive buying is very much a “woman's disease”: men are just as likely as women to suffer from compulsive buying. Gone seem to be the days when women dragged their bored men around shopping malls.

Researchers say that the number of men who indulge in unnecessary shopping has rocketed. Experts claim that past trends and figures may have been unfairly distorted as male obsessive shoppers used to be more reluctant than women to recognize that they have a problem, admit it, and seek help. While women buy more clothing and products that improve appearance, men tend to focus more on gadgets and technical items and can become compulsive collectors.

And help seems to be exactly what the doctor orders for any compulsive shopper who is usually not made any happier by his or her relentless buying. Doctors have concluded that this behaviour is a way for people to try to complete themselves. For some people, being complete is being impeccably dressed or having something new. Instead, medical practitioners encourage those seeking treatment to cultivate non-materialistic aspects of their lives.

Famous People Game

SPEAKING ACTIVITY


This is is so much fun!!!  This is great to do with students who are not necessarily apt to talking and it really gets them involved.  This can be performed in pairs, in groups, or even as an entire class activity.  The students would be given a list, much like the list I came up with below.  The list would include people who are popular and well-known with your particular class.  The students would then either be given the list of names or the list of pictures.  The students would, with their partners or group, have to describe the person in question without saying their name.  It is sort of like charades with words! Kids and teens love it and it's great for learning descriptor words and forcing students to practice the language.






David Villa
Tiger Woods
Muhammad Ali
Albert Einstein
Cristina Aguilera
Cristiano Ronaldo
Lady Gaga
Madonna
David Beckham
Rafa Nadal
Pablo Picasso
Walt Disney
Antoni Gaudi
William Shakespeare
Spider Man
Michael Jackson
Cleopatra
George Washington
James Bond
Justin Beiber
Mona Lisa
Martin Luther King
Messi
Britney Spears

Pim, Pam, Poetry!

What is one of the best ways to teach English to anyone of any age???

POETRY!

In the following document, I have several different poems and their correlating activities for usage with a beginner ESL or EFL class.  There are a few acrostic poems, several poems that allow for movement, and some just plain funny ones.  In the document, there is more than one class period with poetry from the famous Shel Silverstein. These are poems I grew up with and now they are ones I am using for my own teaching.  I used these with middle school students and they were a total hit!!!  

Here is the link.  Different poems can serve as pre/during/and post activities! The idea is to have fun with these poems.  So many different activities can be used with each one.  Haikus can be practiced and written, acrostic poems can be given and then written by each student or about other students, and students can be asked to add lines on to a particular poem!

https://docs.google.com/open?id=0Bz51JInE6YdaYWo4bXBtWTBlWGM



Friday, June 8, 2012

The "TTTT": Teaching Twilight To Teens

Hello fellow EFL teachers!  I have this really great, fun, and silly lesson plan I have come up with for high school EFL or ESL students.  I have tested it out on some of the students I tutor with and they really enjoyed it.

As most everyone knows, The Twilight Saga is all the rage (is it all the rage to say 'all the rage'?), and teenagers eat it up (or should I say bite right into it?)!
I will attach the Word document which explains all of the details.  There are pre/during/post treatment activities and it does require handouts and an overhead with internet as there is an interview, some vocabulary exercises, and a couple video clips.

I think this lesson plan is really engaging because tweens and teens are nothing if not obsessed with the characters in this series and it is a way to grab their attention and get them learning new vocabulary and verb tenses. Get out your garlic cloves and let's take a bite!

Here's the doc in Google Docs:  Twilight Link Here!

Thursday, May 17, 2012

Webquest for Wanderlust!

Creating a Travel-Based Webquest with your Students

Are you interested in a way to get your students to get more involved and at the same time integrate technology?  A webquest is the way to do it!  It's so much fun and shows off the students' creativity.  I have created a travel-based webquest that is geared toward upper level high school students.

Before introducing this exercise, it would be best to show the students an example of a travel brochure.  You could describe the different parts of a brochure and explain what it usually includes.  An example pamphlet could be passed around class so that they get an idea of what they are actually supposed to create.

Then, the students should be taken to the computer lab where they should open a Word document under Layout Templates and choose the brochure they like best.  From here, you should give them this link, which explains what their job actually is.

This webquest includes:
  • Introduction
  • Task
  • Process
  • Resources
  • Evaluation
  • Conclusion

Up, Up, and Away!

Your students should have fun with this activity!  It is all about learning about an English-speaking country's customs, festivals, typical food, etc.  The project can be completed in pairs or even in groups and the work can be distributed evenly in the process section.

Wednesday, May 16, 2012

Unearthing Hidden Meaning with Stories

Hi guys!  Have you read "Lamb to the Slaughter"? If not, make sure to read the story here (take notes of unknown vocabulary words in the margins, underline character names, and : Lamb to the Slaughter

After you have finished the story, open this woordle picture: Wordle Exercise

1) Choose at least five different words from the Wordle picture and rewrite at least five different sentences using a different word in each.  In the sentences, you are to write a line relating to the story you have just read, underlining the word from Wordle.  The sentence can be summing up a part of the story or it can be your reaction to a character, scene, or action. 

2) An example: Using the word 'husband' -  "Mrs. Maloney's husband was not a very good man because he wanted to leave her when she was going to have a baby."

3) After you have written your sentence, get with a partner and share what you have written aloud.  This exercise will be turned in and will be graded up to ten points (two for each sentence) for accuracy and pertinence.  ***You are allowed to try for one extra credit point in writing one extra sentence***

Wednesday, May 9, 2012

Make Your Own Video and Be the Actors!

This is a super fun activity to do with a class of high school students that are learning English.  It's the perfect way to practice their speaking and at the same time have so much fun, they don't realize they are using English.  The platform is Go Animate and it may also be used as a writing activity since they can also choose to only choose characters that have a prerecorded robot-like voice which proves to be quite funny.  The students are able to choose their setting, characters, voices, facial expressions, actions, etc. and in doing so they can create a small scene from their imagination or it can be used as a reading treatment activity. 

In my example, I used to story¨"Ms. Bixby and the Colonel's Coat" as a way to add a scene of dialogue for students as a post-treatment activity.  The students can choose a silly scene as I have done, with a hamburger (!) for example, and add with your own voice or writing what they are saying.  My example is a scene between the two ladies in the story in a funny bonus scene I invented.





Wednesday, May 2, 2012

Glogster for Native American Tale

MY NATIVE AMERICAN GLOGSTER

In accordance with my previous post about the tale of how the coyote stole fire, this is a glogster virtual pin board with a lot of ideas, pictures, and cool reference material for a literature class.  I propose this as another post-treatment activity or post-treatment activity.  

It would be useful to pre-reading exercise if you used it to contextualize the story you were about to read.  You could delve into native American culture, history, facts, and areas with the pictures.  After placing the students in the setting of the tale, you could ask them to predict what was they thought the story could possibly be about and what was going to happen. 

As a post-reading exercise, you could play the students the video as an independent rendition of the story and ask them to carry out the exercise explained on the glogster, or you could ask several students to describe the pictures and to see if they could tell you how each makes them feel and what they think each represents (Ex: background picture represents where the different tribes were settled and explain how now-a-days, many areas in North America maintain the same names in their cities, mountains, water-bodies, etc.)

MY GLOGSTER

 

 

 




More Prereading Activities For How Coyote Stole Fire

 Pre-reading Activity with Previously Posted Story

 
Students (at home or in lab): GO to wordle.net opening this link: 

WORDLE

 
 

This is a fun pre-reading activity for How Coyote Stole Fire. I want students to write, on their own, one paragraph about what they think the story is going to be about, provided only this jumble of words in www.Wordle.net, and the title of the Mysterious Indian Tale. This is designed to get our English motors running and help warm-up our English writing skills.
 
 

Transcribing Narratives for Writing/Listening Practice



ACTIVITY!

Collecting and Studying Oral Narratives

Students will practice understanding narratives by tape recording conversations with others (with their permission) and then transcribing the narratives contained in those conversations. In some cases, students may collect stories from any English-speaking friend, family member, or even (with the permission of their parents - a newsletter will be sent home) an English-speaking tourist.  Students will work in pairs.  The idea of this project is to develop listening and writing skills by getting to know English-speaking members of a community as part of an oral history project to decipher a second language.

Materials:  
-A recorder (most cell-phones have an app that allows for voice recording).  If the student cannot locate a recorder, I have extras that may be borrowed.
-Writing utensil and paper for transcribing recording
-Signed letter from parents allowing to complete this activity.  If unable, a different activity will be provided.

Evaluation:
This activity will be completed in pairs.  A sheet will be passed out once activity is completed and students will be asked to evaluate partner's performance and participation.  Grading will be according to the correctness of the transcription and the turning-in of the recording (with permission of speaker).

Reading Activities With How Coyote Stole Fire


How Coyote Stole Fire A Native American Tale


Pre-Reading Activity:  Take a look at this Prezi: http://prezi.com/dersplrfxzl0/native-american-oral-tradition/, which puts Native American Oral Tradition into perspective and will orientate the students before diving into the story.  It offers information on Native American Oral Tradition, which is essential in grasping this mystical tale.



During-Reading Activity: Be aware for the human’s song and be thinking about how you could create your own!  At the beginning of the folktale, Coyote hears the Humans "singing a sad song about their lost loved ones." What do you think this song sounded like? What stories and feelings do you think the Humans sang about? What kind of tempo or beat do you think the song had? Work with a partner to create the lyrics to a "sad song" that the Humans might have sung at this point in the folktale. Maybe you will even want to perform this song for your classmates.  Graded on participation, creativity, relativity, and must include a chorus and at least three other verses.


Post- Reading Activity: Students should write their own myths, much like the one told in the tale of the coyote.  A few examples might include how the world got air or water, or maybe how a particular animal or color appeared on the Earth.  It will have to be at least one written page and is to be completed in groups no larger than four people.  There must be a thorough explanation of where, when, and how.  Grading will be done based on participation, creativity, and minimum length of one page.

____________________________________________________________

 How Coyote Stole Fire

A Native American Tale

Long ago, when man was newly come into the world, there were days when he was the
happiest creature of all. Those were the days when spring brushed across the willow tails, or
when his children ripened with the blueberries in the sun of summer, or when the goldenrod
bloomed in the autumn haze.
But always the mists of autumn evenings grew more chill, and the sun's strokes grew
shorter. Then man saw winter moving near, and he became fearful and unhappy. He was afraid
for his children, and for the grandfathers and grandmothers who carried in their heads the
sacred tales of the tribe. Many of these, young and old, would die in the long, ice-bitter months
of winter.
Coyote, like the rest of the People, had no need for fire. So he seldom concerned
himself with it, until one spring day when he was passing a human village. There the women
were singing a song of mourning for the babies and the old ones who had died in the winter.
Their voices moaned like the west wind through a buffalo skull, prickling the hairs on Coyote's
neck.
"Feel how the sun is now warm on our backs," one of the men was saying. "Feel how it
warms the earth and makes these stones hot to the touch. If only we could have had a small
piece of the sun in our teepees during the winter."
Coyote, overhearing this, felt sorry for the men and women. He also felt that there was
something he could do to help them. He knew of a faraway mountain-top where the three Fire
Beings lived. These Beings kept fire to themselves, guarding it carefully for fear that man
might somehow acquire it and become as strong as they. Coyote saw that he could do a good
turn for man at the expense of these selfish Fire Beings.
So Coyote went to the mountain of the Fire Beings and crept to its top, to watch the
way that the Beings guarded their fire. As he came near, the Beings leaped to their feet and
gazed searchingly round their camp. Their eyes glinted like bloodstones, and their hands were
clawed like the talons of the great black vulture.
"What's that? What's that I hear?" hissed one of the Beings.
"A thief, skulking in the bushes!" screeched another.
The third looked more closely, and saw Coyote. But he had gone to the mountain-top
on all fours, so the Being thought she saw only an ordinary coyote slinking among the trees.
"It is no one, it is nothing!" she cried, and the other two looked where she pointed and
also saw only a grey coyote. They sat down again by their fire and paid Coyote no more
attention.
So he watched all day and night as the Fire Beings guarded their fire. He saw how they
fed it pine cones and dry branches from the sycamore trees. He saw how they stamped
furiously on runaway rivulets of flame that sometimes nibbled outwards on edges of dry grass.
He saw also how, at night, the Beings took turns to sit by the fire. Two would sleep while one
was on guard; and at certain times the Being by the fire would get up and go into their teepee,
and another would come out to sit by the fire.
Coyote saw that the Beings were always jealously watchful of their fire except during
one part of the day. That was in the earliest morning, when the first winds of dawn arose on the
mountains. Then the Being by the fire would hurry, shivering, into the teepee calling, "Sister,
sister, go out and watch the fire." But the next Being would always be slow to go out for her
turn, her head spinning with sleep and the thin dreams of dawn.
Coyote, seeing all this, went down the mountain and spoke to some of his friends
among the People. He told them of hairless man, fearing the cold and death of winter. And he
told them of the Fire Beings, and the warmth and brightness of the flame. They all agreed that
man should have fire, and they all promised to help Coyote's undertaking.
Then Coyote sped again to the mountain-top. Again the Fire Beings leaped up when he
came close, and one cried out, "What's that? A thief, a thief!"
But again the others looked closely, and saw only a grey coyote hunting among the
bushes. So they sat down again and paid him no more attention.
Coyote waited through the day, and watched as night fell and two of the Beings went
off to the teepee to sleep. He watched as they changed over at certain times all the night long,
until at last the dawn winds rose.
Then the Being on guard called, "Sister, sister, get up and watch the fire."
And the Being whose turn it was climbed slow and sleepy from her bed, saying, "Yes,
yes, I am coming. Do not shout so."
But before she could come out of the teepee, Coyote lunged from the bushes, snatched
up a glowing portion of fire, and sprang away down the mountainside.
Screaming, the Fire Beings flew after him. Swift as Coyote ran, they caught up with
him, and one of them reached out a clutching hand. Her fingers touched only the tip of the tail,
but the touch was enough to turn the hairs white, and coyote tail-tips are white still. Coyote
shouted, and flung the fire away from him. But the others of the People had gathered at the
mountain's foot, in case they were needed. Squirrel saw the fire falling, and caught it, putting it
on her back and fleeing away through the tree-tops. The fire scorched her back so painfully
that her tail curled up and back, as squirrels' tails still do today.
The Fire Beings then pursued Squirrel, who threw the fire to Chipmunk. Chattering
with fear, Chipmunk stood still as if rooted until the Beings were almost upon her. Then, as she
turned to run, one Being clawed at her, tearing down the length of her back and leaving three
stripes that are to be seen on chipmunks' backs even today. Chipmunk threw the fire to Frog,
and the Beings turned towards him. One of the Beings grasped his tail, but Frog gave a mighty
leap and tore himself free, leaving his tail behind in the Being's hand---which is why frogs
have had no tails ever since.
As the Beings came after him again, Frog flung the fire on to Wood. And Wood
swallowed it.
The Fire Beings gathered round, but they did not know how to get the fire out of Wood.
They promised it gifts, sang to it and shouted at it. They twisted it and struck it and tore it with
their knives. But Wood did not give up the fire. In the end, defeated, the Beings went back to
their mountain-top and left the People alone.
But Coyote knew how to get fire out of Wood. And he went to the village of men and
showed them how. He showed them the trick of rubbing two dry sticks together, and the trick
of spinning a sharpened stick in a hole made in another piece of wood. So man was from then
on warm and safe through the killing cold of winter.