View
36
Download
3
Category
Tags:
Preview:
Citation preview
PPP with Fun
Celina dos Anjos
Liliane Basile
União Cultural Brasil – Estados Unidos
Making use of a series of activities
compiled from workshops and talks
and implemented a good number of
times with diverse groups, the
participants will actively "join in" a
variety of games and warm-ups which
will help students consolidate grammar
points and vocabulary.
•
•
Learning Styles
• Logical/Mathematical
• Musical/Rhythmic
• Visual/Spatial
• Interpersonal
• Body/Kinesthetic
• Intrapersonal
• Verbal/Linguistic
Teaching Methods
Presentation
• “Chinese Whispers”
“I think I’ve seen a cat”
Practice
• Lap – Shoulders –
Hands up
• Past participle Bingo
practice, practice and practice
Controlled to less controlled activities.
• Magic board
• Relay race
• Tic-tac-toe
• Game board
Production
• Relay Race
- Divide the class in 2
groups. Show verb cards.
One student from each
group should run to the
board and write a sentence
using the Present Perfect
structure.Use prompts for
affirmative, negative or
question. Gets a point the
student who finishes first the
correct structure.
• Truth or Lie?
-Speaking practice
focusing present perfect
for past experiences.
Truth or Lie?
• Put questions such as the following on cards or pieces of
paper.
• Put students in groups of 4-6. Students in each group take
turns doing the following
• Student #1 draws a card and asks another student in the
group the question on the card.
• The student answering the question must answer ‘Yes I
have’ regardless of the actual truth.
• One by one, students in the group ask questions to
determine if the student is telling the truth or lying. You can
place a time limit on the questions or a limit on the number
of questions that each person in the group can ask.
• At the end of the question period, each person votes “truth”
or “lie”.The student who answered the questions then
reveals the answer.
Truth or Lie?
Have you ever...
spoken to a famous person?
danced on a table in a public place?
been trapped in a lift?
swum naked in the sea?
sung karaoke?
appeared on television?
left a bar or restaurant without paying?
Truth or Lie?
Have you ever...
written graffiti on a wall?
appeared in a photograph in a newspaper?
done a very dangerous sport?
won a medal or trophy?
missed a flight?
stayed in a five-star hotel?
broken an arm?
My neighbor’s cat
Draw a cat on the board telling students that it is
your neighbor’s cat , a cat filled with qualities, good
and bad.
Students can work in small groups or pairs. For
every letter of the alphabet, students should come
up with an adjective. The group that finishes the
task first, wins.
Alternatively, you can define which letters to give
students, instead of making them complete the
alphabet, which might be too difficult or time-
consuming.
Beans
• Ask 6 Ss to stand and pair them up. Give to eachone 3 beans. Explain that one row will askquestions and the other will answer them. Whenanswering, Ss are not allowed to say “yes”, “no”, “hum”, “shake heads” or “nod”. If they do it, they lose a bean. Demonstrate. Remind them touse yes/no questions and to keep pace to distractthe partner. Give some time for questions and theninvert rows. Next, one row steps to the side, so wecan have new pairs. The winner is the one who isholding more beans at the end of the time set.
3. My bonnie
Write the words of the song on the board. Practice singing with the group. Arrange chairsin a semi-circle. First student stands up, secondsits. Third ups, fourth sits etcetera. The groupstarts singing. Everytime the word “bring” appears, who is standing up, sits; who is sitting, stands up. The same with the word “back”. After practicing – and having fun – for a while, substitute on the board “bring back” for differentphrasal verbs.
My bonnie - lyrics
My bonnie lies over the ocean
My bonnie lies over the sea
My bonnie lies over the ocean
Oh bring back my bonnie to me
Bring back, bring back
Oh bring back my bonnie to me, to me
Bring back, bring back
Oh bring back my bonnie to me
My bonnie lies over the ocean
My bonnie lies over the sea
My bonnie lies over the ocean
Oh carry on my bonnie with me
Carry on, carry on
Oh carry on my bonnie with me, with me
Carry on, carry on
Oh carry on my bonnie with me
My bonnie lies over the ocean
My bonnie lies over the sea
My bonnie lies over the ocean
Oh don’t give up my bonnie on me
Don’t give up, don’t give up
Oh don’t give up my bonnie on me, on me
don’t give up, don’t give up
Oh don’t give up my bonnie on me
My bonnie
• Suggestions of phrasal verbs:
Carry on
Count on
Go after
(Don’t) Give up
Start (it) over (with me)
Cater to
...etcetera
Yarn
• Demonstrate. Give some information about yourself tothe group. Hold the end of the yarn and throw it to a student. He/she now gives some personal information. Holds a piece and throws it to another student. Remindthem to pay attention to each others sentences. At theend, go backwards. Students try to remember their peersanswers reporting to the class. Good for 3rd personsingular, past tense, conditionals, etc...
• Demonstrate. Provide students with threads of yarn ofdifferent sizes. Each student gets one. With thumbs oneafter another he/she has to come up with sentences. Good for adverbs, past tense, past continuous, etc...
insects
roach grasshopper
mantis
beetle dragonfly
Woman• 2 groups – with A, B, C
• A’s sit with their backs to theprojector.
• B’s describe the image in details to A’s. A’s take notes of sentences.
• C’s are out of the class.
• C’s enter. A’s try toreconstruct image using C’sas model. Class decides which one is the best model.
• Show the image. Groups gettogether and interpret it. Theycome up with 2 sentenceseach, using “Maybe” and“What if”
• Open for discussion.
Park picturepresent continuous
Project a picture (or provide copies) where
several people are doing different things.
In small groups or pairs, students are to make
sentences, orally or in written, using the Present
Continuous or any other structure you want them
to practice, such as the Present Simple with
frequency adverbs, the Simple Past or even the
Present Perfect.
Simple Present X Present Continuous
• Before playing the game, go to the board
and elicit the correct box for adverbs and
time expressions. Remind students that
the present continuous is used for
activities happening now or a plan for the
future.
• He’s studying English now.
• He’s studying English this semester.
Simple Present X Present Continuous
• Tuesdays
• once a week
• three times a month
• on weekends
• never
• sometimes
• every day
• now
• tomorrow
• next Monday
• this weekend
• in the evening
• tomorrow afternoon
• next month
• tonight
Matching (conditional
sentences)
• Give each group of 2-4 students a set of cards with the
first part of a conditional sentence (numbered 1-10) and
a set of cards with their second part (letters a-j). Ask
students to match them.
• After they have finished, they should try to create their
own endings for each first part of the conditional
sentence.
Story Starters
1 . Work in pairs.
2 . Choose a “story starter” that interests each of you(there will be two stories).
3 . Write a middle for your story.
4. Exchange papers and write an ending for yourpartner’s story.
5. Ask your partner to help check your work. For this, read it out loud.
6. As a follow up activity, you can work with correction.Ask students to illustrate their work and hang them onthe wall.
Sentences discussion
(2nd Conditional)
• In small groups or pairs, students discuss the followingquestions. Make sure they make complete sentences!
If you could be a superhero, which one would you be?
If you could be another person for a day, who would you
be?
If you could be invisible for a day, what would you do? Why?
What if your cell phone fell in the toilet, what would youdo?
If you had 25-hour days, what would you do with theextra time?
Song
• 1. Play the song and ask students to writedown all the adjectives they can hear.
• 2. Elicit and write them on the board.
• 3. Play the DVD and give the lyrics. Askstudents to fill in the blanks with wordsending in __al.
• Check the words and then students match the definitions.
What a question!
Prepare the cards with the tough
questions provided.
Put students in groups of 4-5 and give each
a set of cards. Each one takes a card and
answers the question. After about two or
three rows, ask students to report what their
groupmates would do in the situations they
have discussed.
How long...?
• Divide the class in 2
groups.
• Write sentences on the
board using Tic-tac-toe.
• Students are supposed
to ask questions using
“How long” + Present
Perfect or Simple Past.
• I teach English.
• I live in São Paulo.
• I lived in Maceió.
• I studied French.
• I worked as a DJ.
• I work at UCBEU.
• I have a Honda.
• I had a Monza.
• I know Sabrina Sato.
Verbs or Nouns?
Choose four students and have them sit two by two, facing
each other.
Give each student a card written “NOUN” and a card
written “VERB”.
Tell them you will say a word and they have to raise the
card showing if it is a verb or a noun.
There are verbs and nouns with the same spelling, but with
different stress (first syllable is stressed in nouns, but last
syllable is stressed in verbs).
Example: preSENT (verb) / PREsent (noun)
Verbs or Nouns?
• Suggested pairs of verbs and nouns:
Verbs Nouns
conDUCT CONduct
deSERT DEsert
reCORD REcord
proDUCE PROduce
perMIT PERmit
preSENT PREsent
proGRESS PROgress
conTRACT CONtract
subJECT SUBject
Prepositions with hands
Mimic day one
Vocabulary voice pitch
I’m up in my room
Recommended